Creating a Rubric to Assess Faculty Candidates

Rubrics are an effective mechanism to support the equitable evaluation of candidates for faculty positions. The sample rubrics, below, are templates for search committees to use in this process. They are guides and should be adapted to specific searches as appropriate given departmental and disciplinary expertise. Rubrics used in faculty searches should match the specific selection criteria for the search and the description of the position in the job advertisement.

Selection criteria

Rubrics used in faculty searches should clearly define specific criteria for rating applicants. The rubric for each search should be tailored to match the specific selection criteria for the search as well as the description of the position in the job advertisement. Consistency and transparency help ensure shared understanding by committee members and other reviewers. Please refer to the search guide for more guidance on developing selection criteria.

Scoring system

Search committees have found it useful to assign numerical scores to each section of their rubric. This is helpful in identifying and analyzing specific areas of agreement or disagreement as the committee discusses each candidate. The sample templates below suggest assigning an equal points value to each section (with a score from 1 to 5 for each). Some committees may, however, decide that one section or another should be weighted more heavily. Or, committees may decide that a different scoring system for each section more accurately reflects their departmental or disciplinary needs. What is most important is being intentional and explicit about the use and weighting of the system, having agreement about the evidence reviewers will use to assign the scores, and ensuring a shared understanding of what overall constitutes a particular score for a given category.

Calibration exercise

Calibration exercises assist search committees in using rubrics equitably, consistently, and reliably across all applicants. To best make use of a rubric, we strongly suggest conducting a calibration exercise in advance of reviewing the entire candidate pool. Search committees in the past have found the following calibration exercise useful:

  1. Create a rubric for use in the particular search, including selection criteria, scores, and definitions.

  2. Discuss ahead of time the kinds of evidence that could motivate low, medium, or high scores.

  3. Select a random sample of 5 - 7 statements (or dossiers) from the applicant pool, redacted for candidate name.

  4. Apply the rubric to the statements (or dossiers), with each committee member scoring the statements separately.

  5. Analyze the scores assigned to each statement (or dossier) across all categories and by all committee members.

  6. Discuss interpretations and discrepancies between reviewer scores.

  7. Recalibrate the scoring/assessment system as needed.

  8. Apply the agreed upon rubric to the entire applicant pool.

Sample rubrics

The sample rubrics below are templates for search committees to use for assessing candidates. These guides should be adapted to specific searches, as appropriate, given departmental or disciplinary expertise. Please note that these samples integrate the assessment of candidate contributions to diversity, equity, inclusion, and belonging into considerations of excellence in research, teaching, and service. All Berkeley faculty have the opportunity, and the responsibility, to ensure equity and inclusion in these areas so that the diverse community of students and colleagues they work with will feel a sense of belonging and thrive.

Sample rubric to assess faculty application dossiers

Topic

Score

Criteria

Definition

Research

1 - 5

 Productivity
  • Research accomplishments, including quality and significance of record of publication or creative work, impact/novelty of research, presentations, grants/fellowships, awards, etc.
  • Inclusive research practices that promote the excellence of research.

1 - 5

 Alignment 
  • Alignment with the current and long-term goals of the search area/extent to which the research fills needed gaps in current departmental research areas.
  • Potential for interdisciplinary or multidisciplinary collaboration.

1 - 5

 Plans
  • Proposed future research, including potential sustained impact, creativity, short- and long-term vision, and inclusive practices that will promote the excellence of the research.

Teaching & Mentoring

1 - 5

 Teaching experience & approach
  • Prior teaching experience and teaching approach, including specific efforts to remove barriers and support the success of all students through curriculum, classroom environment, and pedagogy.

1 - 5

 Teaching interests
  • Teaching interests and plans, including topics and proposed efforts to ensure the success of all students.

1 - 5

 Mentoring
  • Mentoring experience, approach, and plans: Ability to successfully attract and guide, mentor, and advise graduate students.
  • Accomplishments and plans to foster an inclusive research environment that removes barriers and promotes equitable access and advancement of the research program.

Service

1 - 5

 Experience & track record
  • Experiences and track record of successful service engagement to a campus or broader community, including specific efforts to remove barriers, increase the participation and success of students and others from underrepresented groups, and create inclusive climates.

1 - 5

 Plans for contributing
  • Plans for successful service engagements at Berkeley and in the broader campus and professional community, including specific efforts to remove barriers, increase the participation and success of students and others from underrepresented groups, and create inclusive climates.

Sample rubric to assess standalone statements on contributions to diversity, equity, inclusion, and belonging

Topic

Score

Criteria

Definition

Track record

 1 - 5 Track record of activities to advance diversity, equity, inclusion, and belonging in research, teaching, and service

Detailed information about activities and roles, including the context for engagement and outcomes related to the specific efforts.

Examples may include prior teaching experience, including specific efforts to remove barriers and support the success of all students through curriculum, classroom environment, and pedagogy; inclusive research practices that promote the excellence of research; and experiences and track record of successful service engagement to a campus or broader community, including specific efforts to remove barriers, increase the participation and success of students and others from underrepresented groups, and create inclusive climates.

Plans

 1 - 5 Plans for advancing diversity, equity, inclusion, and belonging in teaching, research, and service at UC Berkeley

Detailed information about plans for activities and roles, including context for engagement, to engage in at UC Berkeley.

Examples may include specific plans to remove barriers and support the success of all students through curriculum, classroom environment, and pedagogy; the creation and use of inclusive research practices that promote the excellence of research; and service engagement to the department, campus, and broader community, including activities to remove barriers, increase the participation and success of students and others from underrepresented groups, and create inclusive climates.