Leveraging Rubrics in Instructional Design

Setting the stage for quality learning

By Dawn Daley

In the rapidly evolving world of instructional design, ensuring the quality and effectiveness of training materials is paramount. One of the most effective ways to achieve this is through the use of rubrics for evaluation during both the development and quality assurance (QA) phases. By employing rubrics, instructional designers, developers, and training specialists can maintain consistency, align with best practices, and improve the overall learning experience (Brookhart, 2013).

The value of using rubrics

Rubrics provide a structured method for evaluating videos, eLearning courses, microlearning modules, training materials, and educational games. They serve multiple purposes:

• Consistency and objectivity: Rubrics establish clear criteria, reducing subjectivity in evaluating instructional materials (Wiggins & McTighe, 2005).
• Guidance for development: They help designers stay aligned with learning objectives, accessibility guidelines, and branding standards from the outset (Mayer, 2021).
• Efficient quality assurance: Using rubrics in QA ensures that all elements of the asset meet predefined standards before deployment.
• Accountability and transparency: Rubrics provide a documented benchmark for assessing quality, making it easier to communicate expectations internally and externally.

Rubrics play a vital role throughout the design and development process, ensuring consistency and quality at every stage. During the development phase, designers and developers can use rubrics to assess their work in real time, verifying that each element meets the required criteria before progressing. In the QA phase, rubrics serve as a final checkpoint, helping to confirm that the asset aligns with quality standards and effectively meets learner needs before delivery (Brookhart, 2013). Additionally, when sharing eLearning assets with SMEs, executives, or external clients, rubrics provide a clear framework for evaluation, fostering transparency and facilitating constructive feedback.

What should be included in an effective rubric?

An effective rubric should contain:

• Clear Categories: Key areas to be evaluated (e.g., content accuracy, engagement, accessibility, branding consistency, technical functionality).
• Performance Levels: A scale (e.g., Excellent, Satisfactory, Needs Improvement) that allows for nuanced assessment.
• Descriptive Indicators: Specific criteria that define expectations for each level.
• Actionable Feedback: Space for comments and recommendations.

Example Rubric for Evaluating a Vyond Video:

Click here to download this Rubric for Evaluating Vyond Videos

To maximize effectiveness, rubric expectations should be communicated both before and after the asset is created. Before development, provide teams with rubrics during the planning stage to align expectations  (Wiggins & McTighe, 2005). After development—during QA and delivery—use the rubric to assess the final product and share the summarized evaluation with stakeholders. For example, a post-delivery summary could state: “This video was developed following best practices, ensuring consistency in characters and scenes, adherence to the style guide, and compliance with accessibility standards.”

Ensuring excellence

Some may argue that rubrics add an extra layer of complexity to the development process. However, the benefits—such as increased consistency, efficiency, and accountability—far outweigh the perceived inconvenience. Without rubrics, teams risk producing inconsistent training materials, overlooking critical quality standards, and missing opportunities for improvement.

Rubrics are a powerful tool for enhancing the design, development, and quality assurance of eLearning assets. By integrating rubrics into the instructional design workflow, organizations can ensure their training materials meet high-quality standards, align with learning objectives, and provide a seamless learner experience. Whether used internally or for external deliverables, rubrics support a structured, transparent, and effective evaluation process that ultimately leads to better training outcomes.

References:

Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development.

Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.

Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.

Image credits: 

• Top image: Pakin Jarerndee
• Rubric: Dawn Daley