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Artificial Intelligence

How to Create a Rubric with ChatGPT

by Emily Horn
written by Emily Horn

As educators, we all know and appreciate the importance of the rubric in providing quality student assessment and feedback. But actually creating a solid rubric that’s clear, aligns with the curriculum, and is well-structured can be daunting and, let’s be real, time consuming. If you’re like me, rubrics are perfect for overthinking. I’ll build one, and then continue to refine and adapt to “improve it,” in hopes of making it airtight. But then, I look at the clock to realize hours have passed. Can this be avoided? Yes. Thank goodness! You can create a rubric with ChatGPT in less than a minute and free up precious time for other priorities. Remember though, ChatGPT’s response will never be 100% perfect for what you need. Editing, reviewing, and revising will be necessary, and you may need to test out tweaks to prompts. But it’s a great head start!

Let’s take some time to:

  1. Review information about rubrics.
  2. Check out an editable prompt for generating a rubric with ChatGPT.
  3. Walk through the process in ChatGPT to see how it’s done.
  4. Take a look at an example ChatGPT-generated rubric.
  5. Try it out step-by-step.

Why Are Rubrics Important?

Before we get into ChatGPT, let’s talk about rubrics. A rubric is a tool that clearly lays out assignment expectations for students. Rubrics generally have four parts:

A picture of a rubric with arrows pointing to the 4 parts. Each part is labeled and defined.
  1. Task description: Briefly outline the task to be performed by students.
  2. Scoring and scale: Provide a numerical and descriptive scale for levels of development.
  3. Criteria or Components: Lay out the components/categories of the assignment on which students will be evaluated.
  4. Descriptors: Define and describe what work at each level of development looks like and the criteria aligned with your curriculum standards.

According to Berkley Center for Teaching and Learning, rubrics help both teachers and students. For teachers, rubrics assist with clarity when it comes to feedback and expectations. With clear expectations, students can focus on what is required of them instead of asking for clarification. Reviewing scored rubrics can also help teachers pinpoint any gaps in learning and adjust instruction accordingly. A good rubric provides consistency and can reduce grading time as well. For students, having defined expectations means less need for questions and reworking and more time for working. It can also give students the opportunity to self-reflect and peer-reflect during the revision of their work using the criteria defined in the rubric.

How Can ChatGPT Help Build Rubrics in Minutes?

ChatGPT is a powerful AI language model that has the capacity to complete a multitude of tasks based on human prompts. With regards to rubrics, if we provide ChatGPT with the necessary information in a clear, detailed, and defined prompt, this AI can assist in quickly developing a well-crafted rubric aligned with learning objectives. But keep in mind you will need to closely review, edit, and revise the ChatGPT-generated rubric, as you are the expert and responsible party for any grade and feedback you give your students. ChatGPT is just, as I like to call it, a brainstorming buddy.

A Template for Generating Rubrics

Here is the editable prompt template I created for ChatGPT-generated rubrics. Feel free to use this template to input your own information for generating a rubric specific to your needs!

Click here for the editable template.

To create a rubric with ChatGPT using the editable prompt, you will need to provide the information noted in bold within the prompt template.

  1. Your role
  2. Task description
  3. Grade level
  4. Skills, standards, goals, or objectives
  5. Scoring scale
  6. Criteria/components

Here is an example of how your prompt might look with the information completed:

ChatGPT will generate the descriptors and table for you! Here’s what this will look like in ChatGPT:

Amazing, right? Now, let’s walk through this process step by step!

The Rubric-Generating Process

First, we will gather the information needed to create a solid ChatGPT prompt. At first, this may seem like a lot, but it’s usually taken from information you already have that can be copied and pasted. I like to copy it into a Google Doc while I’m preparing my prompt, finalizing my prompt in the doc before pasting it over to ChatGPT.

As an example, I will be creating a rubric with ChatGPT for an 8th grade English writing assignment, but keep in mind you can do this for any grade. First, I’ll compile everything I need for the prompt, and then, I’ll show you the ChatGPT-generated rubric. Here we go!

Step 1: Curriculum Alignment

My example assignment will be a persuasive writing assignment. First, I identify the learning objectives, skills, or standards you’d like students to master. For my example, I will use Common Core State Standards for writing and language, but you can use any standards or objectives that align with you assignment! You can also use specific skills or benchmarks outlined in your curriculum or even use “I can” statements based on standards. I copy and pasted the skills straight from the Common Core website, and it took me less than five minutes.

CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-LITERACY.W.8.1.A
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.8.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.8.1.D
Establish and maintain a formal style.

CCSS.ELA-LITERACY.W.8.1.E
Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.8.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Step 2: Task Description

You’ll also need to provide ChatGPT with a description of the task you’ll be giving to students, which you will include on the final rubric. This gives the AI additional context. I will use the following description in my prompt:

For our 8th grade English unit on persuasive writing, you have chosen a topic on which to write an argumentative essay. Write your paper based on the expectations taught and reviewed in class and outlined in this rubric, which will be used to evaluate your essay. You may use the example essay attached for reference as an exemplar.

Step 3: Rubric Scoring and Scale

For my rubric, I will use the following points and scoring scale to outline levels of skill development. Here are some additional scales you can consider from The Harriet W. Sheridan Center for Teaching and Learning at Brown University. Your scale and scoring choice is up to you! If you want to use points, be sure to include them.

  • Beginning (1 point)
  • Developing (2 points)
  • Proficient (3 points)
  • Exemplary (4 points)

Step 4: Rubric Criteria

Based on the Common Core State Standards I’ve aligned with the task, I will be evaluating the following components of the assignment. These are taken directly from the standards I have chosen for the assignment (and would be taught and reviewed in class). NOTE: It is very important that the criteria/components align with the language and overarching concepts in the standards you chose to assess. If they don’t align, ChatGPT will not generate as expected.

  • Thesis
  • Evidence
  • Explanation
  • Conclusion
  • Conventions

Step 5: Rubric Descriptors

For this step, you don’t need to do anything! This is included in the prompt template and will be generated for you by ChatGPT.

Step 6: Prompt ChatGPT to Generate the Rubric

Here is the final prompt I gave ChatGPT using the editable prompt template and my assignment-specific information. You’ll find my customizations to the template in bold, and it took me about 10 minutes to find, copy, and paste my information into the prompt template.

NOTE: When you paste in the prompt, the formatting will be removed. This does not impact the results generated by ChatGPT.

Want to try it out? Copy and paste this into ChatGPT!

Take a look at what happens when ChatGPT is given the prompt. It’s amazing. Less than one minute!

Step 7: Format and Review

Here is an unedited version of what ChatGPT generated for me based on my prompt, and I was able to copy and paste this into a Google Doc for further editing. When you paste the rubric from ChatGPT, it does keep the table format. Yet another time saver! ChatGPT for the win here, folks.

Once you have your initial rubric, it’s time to review it, revise, it, and edit it carefully to make sure it meets your needs. You can also share it with colleagues to get another set of eyes for additional feedback. And, you can always ask ChatGPT “How can I improve this rubric to make it more specific, clear, and detailed for students?” and see what happens!

Ready to try it out? Here is a walk-through to guide you in creating a rubric for a grade 6 science project.

I hope you find this template helpful in creating rubrics for your students (and getting a little more time for yourself). Is there another template you’d like to see? Let me know in the comments! And if you give this template a try, I’d love to know how it goes for you.

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Infographic of the 9 tips for giving great feedback from the article.
CommunicationCTO/CIOInstructional CoachingLeadership

Nine Tips for Giving Great Feedback to Employees

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

There are several ways to give great feedback to your employees, and the right kind can go a long way toward boosting morale. It’s true that morale is a key component of employee engagement, as it reflects a person’s overall attitude towards work, including their level of satisfaction and confidence in their work environment. Good morale is also associated with high productivity, as employees are motivated to do their best. Employees will be more productive and efficient if they feel valued and respected, and these feelings can come if employees are given good feedback often. Let’s look at some helpful tips for giving feedback– both positive and constructive– that will boost morale.

1. Give positive feedback frequently.

This helps to ensure there’s no recency bias. According to a recent study, 82% of employees who receive weekly one-on-ones feel they get the support they need while 66% of employees who receive less frequent meetings report feeling supported. To make the most of this type of feedback, managers must frequently communicate with their direct reports and teams.

2. Relate it to the specific tasks and behavior.

Don’t give feedback that repeats common knowledge. Relate it directly to the observable work and performance of the employee. Accompany it with concrete examples of the behavior that you want to see from the employee, and give constructive feedback with empathy. Similarly, being specific and giving examples with your positive feedback shows you value employees and pay attention.

3. Keep constructive feedback short and targeted.

If it is too long, vague, or ambiguous, employees may not understand it. Feedback should be straightforward and targeted to specific goals. Provide information on what you’ve observed, and write down examples to help employees understand your feedback and give examples of your own success with a particular task, project, or initiative.

4. Give feedback soon after observing.

Employees need to know what they did and how it relates to the expectation in order to prevent any future incidents (if constructive) or to continue with a behavior (if positive). When giving constructive feedback, don’t wait for weeks. Instead, provide feedback right away. This will help reduce the likelihood of any future problems.

5. Focus on the present and the future.

For example, if an employee consistently misses deadlines, you must determine why and how to prevent missed deadlines in the future. Perhaps you can delegate tasks or break down milestones into smaller steps. Generating a plan of action in collaboration with the employee can help set them up for success and ensure they feel supported along the way.

6. Convey your support and enthusiasm for continued development.

Whether you’re providing positive or constructive feedback, make sure to focus on specifically what you would like to address. Then, reiterate your support and desire for your employee’s success. If they’ve grown, show that you’ve taken notice of the growth and highlight it. If there’s an area of growth being addressed, express your confidence in their growth.

7. Balance the positive and the negative.

Before giving feedback to employees, it is necessary to identify the performance areas and balance positive and constructive feedback. Make notes on the order of your feedback so that you will have an easy time structuring it or use an employee evaluation form to keep it focused.

8. Be genuine and sincere.

When giving great feedback to your employees, make it genuine and be empathetic. It’s important to avoid over-praising because it sounds hollow and lacks constructive value. Avoid giving praise for everyday activities. Save such praise for real victories. This way, they’ll feel seen and it will act as reinforcement for successful behaviors.

9. Build a culture of feedback.

In order to build a culture of giving great feedback to your employees, you must give your staff ample opportunities to give and receive it. These conversations are essential for fostering open communication and a culture of openness. Employees need to feel comfortable sharing ideas and opinions, and they need to feel appreciated for doing so. Although giving feedback is not always easy, it will go a long way in promoting an open atmosphere.

To create a culture of feedback, ensure that everyone is aware of the importance of the practice. Employee engagement is an important component of organizational success, and an engaged workforce is more efficient and loyal. According to McKinsey Global Institute, employees who are engaged in their work are between 15 and 20% more productive than those who are disengaged. In fact, teams that are highly engaged in their work are 21% more productive.

It is also important to ensure that the process of giving feedback is seamless for all employees. Employees should feel comfortable giving and receiving it, and this process should be seamless and easy for them to follow. It also helps to have a feedback checkpoint to ensure that the process is followed correctly. By establishing these guidelines, you will be able to create a culture of giving great feedback to employees that is both fair and effective.

Have you experienced a time when you received feedback from a supervisor that was helpful and positive? What did the supervisor do to make it such? Drop a line in the comments to let us know.

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online learning
Leadership

Five Foundations for Online Learning

by Elaine Plybon, Guest Author
written by Elaine Plybon, Guest Author

After this year of new experiences, districts are busy working on plans for next year. Although many plan on returning to in-person instruction, others are addressing their responsibility to serve the families who have decided that online learning is the right fit for their student. This article aims to provide administrators with key points to consider when thinking about implementing a new, virtual program.

Professional Development

Professional development is the first item on the list because it is the most important to the success of any new initiative. Although many teachers have experienced remote teaching this year, there are some important differences between that emergency response and a dedicated, full-time, high-quality online program. Teachers should be provided opportunities to learn about the similarities and differences between traditional and online teaching. They should also receive development and practice in the area of online course design. Course design is different than lesson planning, and a teacher who is equipped with a strong understanding of good online course design will be ready for this new role.

As you consider each of these points, remember that online classrooms are not so different from traditional classrooms. Building the foundation for an online classroom should start with things teachers are already familiar with. For example, to answer a question like “How do we keep students from cheating in their online course?”, you should begin by thinking about the ways that a traditional teacher manages cheating in their classroom. Thinking through these similarities and then planning for the differences can reduce the unknowns for a teacher or administrator new to online learning.

Things to consider:

  • A district must decide which standards for quality their instruction and course design will follow. There are nationally accepted standards or a district may choose to write their own internal set of standards.
  • Every teacher who uses technology in their classroom or in an online environment must have a working knowledge of web accessibility standards and Universal Design for Learning.
  • All teachers and administrators who will be involved with the online program must have a thorough understanding of the district-chosen Learning Management System (LMS).

Delivery

Before any meaningful work can be done to develop the structure and content for an online program, a district must determine through what platform they will provide instruction. Parents and students will need to have one place to log into in order to understand expectations.

Things to consider:

  • Does this LMS share information with the district gradebook?
  • Does this LMS provide ways for students to collaborate with each other?
  • Does this LMS have a means for students and teachers to communicate with each other?
  • Can classroom discussions be facilitated through this LMS?
  • Can parents track their student’s progress and assignments through the LMS?

Curriculum in Online Learning

There are several options for a district diving into the virtual learning arena for the first time. Determining which of these models work best for your school or district is a vital step in planning. Trying to mimic what another district has done may not always be the best solution for your district. As an administrator who has had a successful part-time virtual program for several years, I can look back and see that the entry point for each district can be different.

Things to Consider:

  • Do we have teaching staff who have the skills and expertise necessary to design and deliver instruction online?
  • Do we have any existing digital curricula that can be used for this purpose?
  • Would using a third-party instructional service and/or courses be beneficial to get started in this effort?
  • Will we want to have our online program mimic the district curriculum?
  • What will be our quality review process?
  • What is our long-term plan regarding curriculum? Does it fit into the district long-term plan for traditional classrooms?

Assessment

One of the things I learned as I developed the online learning program in Keller ISD is that if I really want to be able to understand the effectiveness and success of the online students, I need to be comparing their performance on instruments that are the same as those being used to assess success in the traditional classrooms. This meant that if students in a traditional classroom all take a common assessment or complete the same performance task, then those same common assessments and performance tasks need to be included in the online courses. This way, I can compare results from classrooms to the results from the online courses, which allows administrators to get a realistic view of the effectiveness of the online program and locate gaps that may need to be addressed.

Things to consider:

  • Although cheating in a traditional classroom is just as likely as cheating in an online classroom, there are ways that technology can assist in reducing these incidents. Explore the options in your chosen LMS such as plagiarism checkers, timers, and browser locks.
  • A well-written assessment not only assesses student mastery, it protects itself from cheating. Consider reducing the number of multiple choice and fill-in-the-blank assessments present in an online course and instead assess using open-ended questions, reflections, and projects that result in measurable products to assess mastery.
  • Online courses are a natural way for students to be able to prepare for their state-mandated assessments. With the instruction for the year always available at any time, students are able to review those concepts they struggled with or can’t remember. Additionally, absent or homebound students can have the information available to them wherever and whenever they need it.

Evaluation of Online Learning

As an administrator responsible for the evaluation of full-time virtual teachers, I have felt the difficulty in utilizing prescribed evaluation systems that were written for traditional classrooms. After researching the evaluation system in my state, I found that there was an allowance for non-traditional evaluations, as long as the group of teachers as a whole and their administrator agree in writing to what their administrator will be using to evaluate the domains of the evaluation system. If the administrator follows that agreement, the evaluation system can be a useful tool for educators to grow their strengths and identify areas for support.

Things to consider:

  • A walkthrough can easily be done in an online course to determine how well the teacher designs instruction, assesses their learners, and how well their students are engaging with the content.
  • In lieu of a 45-minute observation, an administrator might take an in-depth view of a unit in the course and be able to see the entire lesson cycle as it was presented, received by the learners, retaught by the instructor, and assessed. This is actually a better, holistic, view of the performance of an online teacher than when we observe only part of a lesson cycle in a traditional classroom.
  • If the teacher holds tutorial sessions or synchronous sessions, an administrator should try to observe there as well. The strength of an educator to develop relationships in an online environment through both synchronous and asynchronous means is vital to the success of their students. 
  • Is the teacher “present” in the course? The culture created in an online classroom (or not created in an online classroom) can easily be seen through these course observations.

Building a quality online learning program from scratch is not something that can be done overnight. Utilizing these points to consider can help a district team to identify the one area they will focus on for the coming year, what their long-range goals are, and the steps that will be necessary for the success of the initiative.

Photo by Tima Miroshnichenko from Pexels

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