Criteria and Rubric Development

Criteria and Rubric Development


Create a 1–2-page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities.

  • The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
  • The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
  • The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.

Assessment Instructions

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 1 before beginning this assessment.Criteria and Rubric Development


Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

  • Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
    • If the learning objective assesses the cognitive domain, what assessment tool would you use?
    • If the learning objective assesses the psychomotor domain, how will you test for proficiency?
    • If the learning objective assesses the affective domain, how will you know if the learner is proficient?
  • Consider the various processes that can be used for determining the validity and reliability of an assessment.
    • Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
  • Determine how grading expectations can be communicated to learners.
    • Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.


The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

  • An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.Criteria and Rubric Development
  • The rationale provides the evidence -based support for your chosen assessment strategy.

You must complete the following in Part One:

  • Write a brief description of the assessment.
  • Describe the type of assessment tool that will be used to assess the learning objectives.
  • Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.


Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template, linked in the Resources under the Capella Resources heading.

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

  • Non-performance.
  • Basic.
  • Proficient.
  • Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.Criteria and Rubric Development


Follow the Assessment Formatting Guidelines, linked in the Resources under the Required Resources heading. In addition, your assessment should meet the following requirements:

  • APA format: Use correct APA style and formatting, paying particular attention to citations and references.
  • References: Include peer-reviewed scholarly resources from the last 5 years.
  • Length: Assessment description and rationale should 1–2 double-spaced pages (not including cover page and reference list). Include grading rubric table in the same document.
  • Font and font size: Times New Roman, 12 point.


Unformatted Attachment Preview

Running head: ABBREVIATED TITLE OF YOUR ASSESSMENT Your Full Title of Your Assessment Learner’s Full Name Capella University Course Title Assignment Title Month, Year 1 ABBREVIATED TITLE OF YOUR ASSESSMENT Assessment Body (Create a Title) This section is the body of your assessment, written in the format described in the assessment instructions. Assessment Formatting Guidelines • Cover Page: A cover page is required as the first page in all submissions of assessments to the courseroom. The easiest way to do that is to add a page to the body of your assessment and format it as shown in this document. • Page Headers: Include headers for each section of your document. • Assessment Body: The format of the body of your assessment is subject to the instructions given in the specific assessment instructions. • APA Reference Lists: Format all reference lists using APA style guidelines. Lists begin on a separate page from the assessment body. MS Word Tutorials Refer to Microsoft Office Software tutorials if you need assistance in formatting documents. 2 ABBREVIATED TITLE OF YOUR ASSESSMENT References Provide your supporting references using APA citation style. American Psychological Association. (2010a). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. 3 …