Rather than try to slip through my first year of teaching without rocking the boat, I went out on a limb and introduced a shiny, new Rubric by which all code assignments (in my courses) are measured. While my class might deserve a concise “not met/met” Rubric, I just wasn’t satisfied with it myself.
Instead of grade solely on whether students met the requirements or not, I introduced five elaborate levels students could conquer when demonstrating competence in code assignments. Here they are in all their glory:
- Work does not meet criterion.
- Work is missing, incorrect, or incomplete.
- Work meets criterion minimally.
- Work meets criterion adequately; and shows grasp of the learning, critical thinking skills, or attention to detail.
- Work exceeds criterion; and shows depth in insight, grasp of the learning, critical thinking skills, and attention to detail.
I chose three criterion to grade assignments on:
- Program Logic (requirements) – You produce code that is logically, and syntactically correct in accordance with a specification or requirements (50%).
- Program Efficiency – You produce code without unused variables, methods, import statements, etc. You produce code using the DRY principle (25%).
- Program Readability – You produce code that is readable and self-describing (25%).
I then divided the points for each assignment into these three criterion. “Program Logic” is worth 50% of the grade. “Program Efficiency” and “Program Readability” are both 25% each. If an assignment is worth 20 total points, meeting the “Program Logic” criterion can earn students up to 10 points, and “Program Efficiency” and “Program Readability” can earn students up to 5 points each. Each criterion can be met at varying levels.
While I could use a “not met/met” Rubric to determine if students are meeting the minimum requirements, I feel I cannot give students enough feedback to let them know exactly where they are doing well and where they need more work. Using this Rubric, I feel I am able to provide each student with a more realistic view of how they are doing in the class.
I’m still receiving feedback about my Rubrics and plan to provide that feedback here once it has been compiled. So come back later to see what my students (and other Instructors) had to say about these Rubrics.
More on this topic when I have more time to write! In the meantime, what do you think? Let me know in the comments.