Programs should create rubrics to assess applicants. Below is an overview of the benefits of using admissions rubrics, as well as generic rubrics to use as a guide to developing a program-specific rubric. Programs should establish program-specific criteria tailored to program needs - detailed guidance is provided below the sample rubrics.
Benefits of Rubrics
- Structure and Equity: Assess all applicants on the same factors
- Specificity: Mitigates implicit bias by focusing on predefined factors
- Reliability: Raters have similar ratings; limit impact of single factors
- Synergies: Connect to recruitment application prompts
- Alignment: Helps reinforce a program's values and/or mission
- Accountability: Defense against charges of unfairness
Developing a Rubric (From the Alliance for Multi-campus Inclusive
Graduate Admissions Links to an external site) ToolKit — AMIGA (projectamiga.org)
Equitable and inclusive review requires fair, clear and consistent evaluation across committee members. It can be accomplished broadly through faculty admission training and the use of a scoring template that admissions committee members develop and norm prior to application review. Discussing and finalizing selection criteria and scoring method/s among colleagues is critical to achieving consensus that supports validity and reliability. Consider the following issues to ensure the development of an equitable, inclusive and valid rubric for your graduate program.
Discipline specific skills – In context, weigh whether an applicant's ability to take
specific courses may be affected by other factors other than choice (e.g., a particular public institution may not offer Latin or Greek language study).
Diversity – Discuss and consider how contribution/s to diversity will be valued and evaluated. Also, consider unique perspectives that students with diverse backgrounds contribute to the graduate experience.
GPA – Contextualize the GPA by supporting evaluation with factors that may have been influential, such as a change of majors, personal circumstances or limited access to particular coursework.
Recommendation letters – Consider the questions that faculty respond to for
recommendation letters. Be cognizant that unfamiliar faculty, programs or institutions do not signal a less talented or prepared applicant.
Research experience – Consider the type and depth of research experience in the context of the undergraduate institution, availability of graduate preparation programs, and necessity to work extensively to pay for college expenses.
Personal background – Background to possibly consider includes contribution to diversity, obstacles overcome, first generation college, public college attendance, grad prep program participation and “distance traveled,” (the distance a person has traveled by "overcoming a lack of resources, family structure or support, and discrimination of any kind," Craig 2017).
Standardized test scores – Consider the equitable use of scores, such as the GRE, GMAT and others. If temporarily or permanently suspended, how might corresponding skills be evaluated from the current application information?
In order to define your program’s rubric categories, consider the top qualities that current students in your program possess that have helped them succeed. Consider non-cognitive variables such as:
- Resilience
- Work ethic
- Engagement in scholarship
- Creative problem-solving
- Leadership
- Service, etc.
The goal is to have between 3 - 5 categories with a defined rating scale. Create a “Master Rubric” with an explanation of each category and a descriptor of each rating for that category.
These are several common parts of a rubric:
- Categories - Qualities or skills that correlate with success in the program or field
- Scoring Scale - three to five levels, can be descriptive (ex. High, medium, low) or numerical (1 to 3)
- Quality Criteria - description of each level of scoring for each category
Example of rating definitions for each quality/skill and rating level.
Category | Where to find evidence | Excellent (3) | Good (2) | Poor (1) |
Quality/Skill 1 | Parts of the application this skill is usually addressed | Demonstrate a proficiency in this quality/skill | Some experience with this quality/skill | Little evidence of this quality/skill |
Quality/Skill 2 | Parts of the application this skill is usually addressed | Demonstrate a proficiency in this quality/skill | Some experience with this quality/skill | Little evidence of this quality/skill |
Quality/ Skill 3 | Parts of the application this skill is usually addressed | Demonstrate a proficiency in this quality/skill | Some experience with this quality/skill | Little evidence of this quality/skill |
Two rubric examples created by two different programs at UW-Madison and used in their holistic admissions review processes:
Example Rubric using Excel (link downloads an Excel file)
Example Rubric using PDFThe template rubric offered at the University of Illinois Urban-Champaign using their admissions platform Slate:
Example Rubric using Slate