+ Creating & Using Rubrics Christina George & Kristin - - PowerPoint PPT Presentation

+

Christina George & Kristin Snodgrass

Creating & Using Rubrics

+ Learning Objectives

Understand when and why to use rubrics

Differentiate types of rubrics & determine what works best for you

Know how to use rubrics Create a rubric

(or at least start brainstorming)

+ Rubrics: When and why?

■ When?

■ General assignments ■ Group work ■ Service learning ■ Major projects ■ Papers ■ Presentations ■ Online learning ■ Clinical case studies

+ Rubrics: When and why?

■ Why?

■ Decrease grading time ■ Provide fuller feedback ■ Transparency in

expectations and intentions

■ Recognize teaching blind

spots

■ Track student progress ■ Encourage self-assessment ■ Equity ■ Efficiently examine complex

behaviors

■ Teach across the curriculum

+ Rubrics and Learning Goals

■ Integrate learning goals across

venues and levels

• Macro←→Micro

■ The importance of measurable

• bjectives
• Bloom’s Taxonomy

■ Assessing the more difficult ■ Attitudes ■ Values ■ Dispositions

• Often program specific

+ Types of Rubrics

■

Allows for leeway and flexibility

■

Allows for an ‘overall’ score to be given based on a majority

• f the evidence.

■

Allows for multiple components to be assessed in the product.

■

Must still address each component at each level despite use of criterion groups.

■

To ensure all components of a holistic rubric are considered, is to convert to an analytic rubric.

■

Best used for performances, artifacts or group work.

■

Allows for identification of specific criteria or level of achievement to be addressed in each cell.

■

Each identified component is essential to the performance

• r product.

■

Ratings or scores are given based on the successful completion of each discrete, single cell.

■

Each strand or criteria is met with a specified leveling of achievement.

■

Best used for individual work

• r for pieces of a group

project. Analytic Holistic

+ Types of Rubric Criteria

Sequential Additive

■ Sequential, additive strands are accumulated in a specific sequence or

• rder.

■ Design this criteria by starting at the lowest level

• f competence.

■ This rubric criteria allows for the components of the

• verall skill to be added as

the student progresses across the rubric.

Simple Additive

■ Additive criteria assess overall skill by specifying increasing skill level to be observed. ■ Design a simple additive rubric by starting at the highest level

• f competence expected.

■ Faculty work includes listing all aspects of the skill that must be done to achieve that level of competence being measured. ■ The emphasis is on the accumulation of skill components relative to a program, plan of study or other successful outcome.

+ Types of Rubric Criteria

Other Criteria Options ■ Descriptive ■ Quality Enhanced ■ Quantity Structured ■ Alignment Based Developmental ■ Developmental criteria is used to demonstrate growth

• r proficiency.

■ Design this criteria by working on the minimal skill level to the higher skill levels ■ Skills are expanded as the student moves across the strand.

+ Four Parts to Every Rubric

• 1. Task description
• 3. Levels of

achievement (columns).

• 2. Criteria to be

rated (rows). Also known as dimensions.

• 4. Descriptions of

each criteria at each level of achievement (cells).

+ Creating Rubrics: Key stages

• 1. Reflecting

▪

What do I want from students?

▪

Why did I create this assignment?

▪

How does this assignment relate to the rest of the class content?

▪

What skills do students need to complete the assignment?

▪

How will students demonstrate their learning?

▪

What’s the highest/lowest performance expectation?

• 2. Listing

■

Which specific learning objectives do you hope to see in the completed assignment?

■

What are your baseline criteria?

What are some objectives you might list for an assignment in your own course?

+ Creating Rubrics: Key stages

• 3. Grouping and labeling

■

From stages 1 and 2, group related highest performance expectations.

■

Construct groups of similar performance expectations:

■

Allow this to be a back and forth process.

■

Label the group (these will ultimately become the rubric dimensions).

• Organization, context, analysis, presentation, etc.
• 4. Application

■

Apply the dimensions developed in stage 3 to the final form of rubric.

Creating & Using Rubrics in Blackboard

+ Converting Rubric

Scores into Grades: 3 Scenarios

• 1. Convert rubric score point

totals on individual assignments to a percentage

• r letter grade for the

assignment.

• 2. Convert rubric score totals
• n major assignments to a

letter grade for the course.

• 3. Combine rubric scores and
• ther forms of scoring, such as

percentages to a letter grade for an entire course.

+ Using Rubrics

*Tips

■ Find and adapt an existing rubric. ■ Constantly evaluate. ■ Collect samples of student work

that exemplify each point on the level.

■ Share good rubrics with

colleagues and ask for feedback.

■ Use student friendly language. ■ Share the rubric with your

students.

■ Be succinct. ■ Align rubric with assignment sheet

and vice versa.

■ Leave constructive comments in

addition to using the rubric.

■ Avoid being punitive.

+ Helpful Sources

■ Dynnesson, T. L., Gross, R. E., & Berson, M. J. (2002). Designing

effective instruction for secondary social studies (3rd ed.). Upper Saddle River, NJ. Prentice Hall.

■ Goggins Selke, M. J. (2013). Rubric assessment goes to college:

• bjective, comprehensive evaluation of student work. Lanham, MD: R&L

Education.

■ Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: an assessment

tool to save grading time, convey effective feedback, and promote student learning (2nd ed.). Sterling, VA: Stylus.

■ Suskie, L. (2009). Assessing student learning: a common sense guide (2nd

ed). San Francisco, CA: Jossey-Bass.

■ Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: a

comprehensive guide for teaching all adults. (3rd ed). San Francisco, CA: Jossey-Bass.

+Time to work!

Q&A