Optimization Method for Descriptor Length Using Quantification of Qualitative Differences in the Creation of Self-evaluation Rubrics

Abstract

Self-evaluation rubrics can be expected to lead to students’ self-reflection; however, the task of creating and evaluating rubrics places a burden on educators. This article describes a rubric construction method that uses a quantitative optimization procedure to formalize the task of creating rubrics and improve the efficiency of evaluation. The results of the practice indicated that optimization increased the efficiency of evaluation and that rubric functions, such as reflection on learning, were maintained after optimization.