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Course Description: Provides a thorough ground-work in the melodic, harmonic, and rhythmic elements of music with written exercises and analysis based on the styles of Bach, Haydn, Mozart, Beethoven, and other 17th and 18th century composers.
Course Content and Grading: 75% of grade will be based on scores on four tests, three during the term and a final. Rubrics can be established for a variety of assignments such as essays, papers, lab observations, science posters, presentations, etc.
Whether used in a large survey course or a small upper-level seminar, rubrics benefit both students and instructors. Some instructors supply copies of the grading rubric to their students so they can use it as a guide for completing their assignments. Before creating a rubric, it is important to determine learning objectives for the assignment. The evaluation score for the criterion can use any schema as long as it is clear how it equates to a total grade. Selecting your rubric type depends on how multi-faceted the tasks are and whether or not the skill requires a high degree of proficiency on the part of the student. A holistic rubric contains broad objectives and lists evaluation scores, each with an overall criterion summary that encompasses multiple skills or qualities of the objective. The criterion descriptions can list the skills or qualities as separate bullets to make it easier for a grader to see what makes up an evaluation score. An analytical rubric provides a list of detailed learning objectives, each with its own rating scheme that corresponds to a specific skill or quality to be evaluated using the criterion.
It is beneficial to view rubrics for similar courses to get an idea how others evaluate their course work. Regardless of the discipline, every assignment contains elements that address an important skill or quality. The most obvious benefit is the production of a structured, consistent guideline for assigning grades.

What you expect your students to learn will be the foundation for the criteria you establish for assessing their performance.
Keep in mind that the scores for objectives can be weighted differently so that you can emphasize the skills and qualities that have the most significance to the learning objectives. Analytical rubrics provide scoring for individual aspects of a learning objective, but they usually require more time to create.
A keyword search for “grading rubrics” in a web search engine like Google will return many useful examples.
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The Midi Lab (LH209) is available to Music Theory students and a tutorial on Finale, Sibelius, Practica Musica, or other educational software may be arranged.
The additional 25% will be based on 8-9 assignments, attendance, and participation in class discussion. Time spent constructing grading rubrics while developing assignments benefits all parties involved with the course: students, teaching assistants and instructors alike. The rubric helps bring focus to those elements and serves as a guide for consistent grading that can be used from year to year. When discussing grades with students, a rubric acts as a reminder of important aspects of the assignment and how each are evaluated.
As you are considering the criteria or writing the assignment, you may revise the learning objectives or adjust the significance of the objective within the assignment.
Be concise by using explicit verbs that relate directly to the quality or skill that demonstrates student competency. When using analytical rubrics, it may be necessary to consider weighing the score using a different scoring scale or score multipliers for the learning objectives.
Both Blackboard and Turnitin have tools for creating grading rubrics for a variety of course assignments.

Prior to returning to JHU as a senior lecturer, Louise Pasternack was a research scientist at the Naval Research Laboratory. Sometimes referred to as a grading schema or matrix, a rubric is a tool for assessing student knowledge and providing constructive feedback. Once created, a rubric can be used every time to normalize grading across sections or semesters.
This iteration can help you hone in on what is the most important aspect of the assignment, choose the appropriate criteria, and determine how to weigh the scoring. There are lists of verbs associated with cognitive categories found in Bloom’s taxonomy (Knowledge, Comprehension, Application, Evaluation, Analysis, and Synthesis). She has been teaching introductory chemistry laboratory at JHU since 2001 and has taught more than 7000 students with the help of more than 250 teaching assistants. Assignments turned in late will not be edited or given points, but one assignment may be missed without penalty. Rubrics are comprised of a list of skills or qualities students must demonstrate in completing an assignment, each with a rating criterion for evaluating the student’s performance. When the rubric for an assignment is shared with teaching assistants, it provides guidance on how to translate the instructor’s expectations for evaluating student submissions consistently. These lists express the qualities and skills required to achieve knowledge, comprehension or critical thinking (Google “verbs for Bloom’s Taxonomy”). Rubrics bring clarity and consistency to the grading process and make grading more efficient. The rubric makes it easier for teaching assistants to give constructive feedback to students.

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