Rubrics to Assess, Grade, and Improve Student Learning Seema C. Shah-Fairbank, P.E., PhD Director of Assessment and Program Review, Division of Academic Affairs Associate Professor of Civil Engineering Office of Assessment and Program Review, Academic Affairs Office of Assessment, Research and Evaluation, Student Affairs Marisol Cardenas Educational Learning and Assessment Specialist, Division of Student Affairs Tiffany Frontino Administrative Analyst, Assessment Program Review
Learning Objective During Workshop • Differentiate between the three different types of rubrics • Describe the purpose of the rubric • Identify the components of a rubric Post Workshop • Design a rubric to assess and grade student work
What are rubrics? • Exams Rubrics are not a • Presentation form of assessment , • Oral • Poster but are the criteria • Written Assignment for making an • Project/Report • Essay assessment. • Reflection • Observations Are Tools to Evaluate • Art Pieces • Resumes Student Work • Portfolio
Do you need a rubric? You are getting carpal tunnel syndrome from writing the same comments on almost every student paper. it’s 3 A.M. The stack of papers on your desk is fast approaching the ceiling. You’re already 4 weeks behind in your grading, and it’s clear that you won’t be finishing tonight either. You have graded all of your papers and worry that the last ones were graded slightly differently from the first ones. You give a long narrative description of the assessment in the syllabus, but the students continually ask two or three questions per class about your expectations Rubrics set you on the path to addressing these concerns.
https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/
How to create a Rubric? • Consider which learning outcome or outcomes you need to assess/grade • Determine if the assessment is for a particular course or program 1 • Determine what a student should learn from the outcomes • Develop criteria for evaluation 2 • Define the levels of achievement • Define the grading scale 3 • Develop verbiage that provide quality dimensions 4 • Select artifact (assignment or work product) to evaluate with rubric • Score/Assess artifact, which provides feedback to student 5 • Modify rubric if needed
1 Learning Outcome to be evaluated Students will be able to ………. Provide a summary of a laboratory experiment.
2 Criteria to Evaluate and Levels of Achievement Criteria Objective Methodology Data Collection Calculations Analysis and Results Conclusion
3 Define levels of achievement for each criteria Needs Very Good Good Satisfactory Criteria Improvement (5pt) (4pt) (3pt) (2pt) Objective Methodology Data Collection Calculations Analysis and Results Conclusion
4 Develop verbiage that provide quality dimensions Very Good Good Satisfactory Inadequate Criteria (5pt) (4pt) (3pt) (2pt) Objective for the All objectives for the All objectives are One or more of the experiment was not experiment are clearly Objective clearly or correctly objectives have errors accurate (student did and correctly presented. in their presentation. not actually state the presented. correct objective.) Methodology Data Collection Calculations Analysis and Results Conclusion
3 4 2 Measures Skills Define the Evaluate Quality • Objective Criteria to Level of • Dimensions Subjective Evaluate Mastery • Higher-Order Learning Criteria Mastery Developing Introductory Purpose appropriate to audience. Central Purpose somewhat appropriate to Purpose inappropriate to audience. Purpose/ Central message is clearly stated and very well audience. Central message is stated but Central message is partially stated and developed. Purpose of assignment could be further developed. Purpose not may be vague and not explicit. Purpose Message achieved. completely aligned with assignment. not aligned with assignment. Presentation is logically sequenced and Presentation may be coherent overall but Presentation lacks logical sequence or Organization purposeful. presents some inconsistencies. coherent structure. A listener can easily follow the line of Claims somewhat supported with Support lacking for claims and main ideas, Content reasoning evidence. Gaps in reasoning. listener cannot follow reasoning. Language is inappropriate to audience, Language is mostly appropriate to Language is appropriate to audience, situation, or purpose. Language choices audience, situation, or purpose, but does Language (word choice and situation, and purpose. Language choices undermine the effectiveness of the not always advance the intended meaning precisely convey the presenter’s intended presentation or do not advance the arrangement) or the effectiveness of the presentation. meaning and enhance the effectiveness of intended meaning of the presentation. (e.g. Language may be simplistic, casual, the presentation. overly casual, wordy, confusing, imprecise, imprecise, or oddly structured. reductive, or even offensive). Delivery techniques make the presentation Delivery/ Platform Delivery techniques make the presentation Poor delivery techniques detract from the engaging and speaker appears understandable, and speaker appears understandability of the presentation, professional. Presence relatively prepared. and/or the speaker appears unprepared.
Active Learning – Defining Quality Dimensions Learning Outcome – Student will be able to speak effectively to various audiences. Criteria Mastery Proficient Developing Introductory Presentation is Organization Presentation lacks (development of logically sequenced logical sequence ideas) and purposeful or coherent structure. (e.g., a central point/problem identified early, clear transitions, key points effectively repeated, focused).
Active Learning – Defining Quality Dimensions Learning Outcome – Student will be able to speak effectively to various audiences. Criteria Mastery Proficient Developing Introductory Delivery/ platform Delivery techniques Poor delivery presence (execution make the techniques detract of physical presentation from the presentation skills, engaging and understandability of e.g. posture, gesture, speaker appears the presentation, eye contact, fluency, professional. and/or the speaker tone, speed, appears unprepared. volume).
Example of a Course Rubric – Assessment and Grading
Example from a course: Excellent Above Average Average Below Average 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Hypotheses Method Finding Application APA reference Organization Style Mechanics & coherence M = 86.39, SD = 6.54, Range = 20.5
Recommendation - Strategies • Combine Assessment and Grading ▫ Levels of Achievement ▫ Assessment may only look at a few criteria • Avoid Reinventing - Search for existing rubrics Available online Available from colleagues on campus Available from off campus colleagues • Modify Existing rubrics to serve your needs • Faculty and Student Affairs professionals working together to assess student learning
Conclusion • Used to measure student learning directly • Used to measure subjective criteria/higher-order skills/evaluating complex tasks • Use common criteria for assessment, but include the disciplinary field criteria • Process of creating and using rubrics will clarify your expectations on student learning • Provide students the opportunity to improve their performance…FEEDBACK • Create summaries of results to reveal patterns (strength or concerns) • Provides faculty/staff data on improving pedagogy, assignments, programs, events, etc.
Questions – Comments - Practice Seema C. Shah-Fairbank, P.E., PhD shahfairbank@cpp.edu Marisol Cardenas marisolc1@cpp.edu
Resources • https://www.cpp.edu/~academic-programs/program- review/assessment-student-learning/rubrics.shtml • http://woodard.latech.edu/~kklopez/EDCI489CReadWriteThinkWeb/po dcastrubric.html • http://manoa.hawaii.edu/assessment/howto/rubrics.htm#p4 • https://www.aacu.org/value-rubrics
Why make a rubric? Contains Communicates Assessing Scoring Expectation Student Work Achievement Criteria Level Supports Learning Feedback Directions on Consistent, Demonstrates Plan what is good Efficient & ways to improve activities Objective accordingly
Rubric Types ANALYTIC SINGLE POINT HOLISTIC GRADES STUDENT GRADES STUDENT WORK GRADES STUDENT WORK BY SPECIFIC BY SPECIFIC WORK ON A WHOLE AS COMPONENT COMPONENTS OPPOSED TO SPECIFIC COMPONENTS EACH COMPONENT STUDENT WORK IS HAS A POINT VALUE COMPARED TO THE MORE SUBJECTIVE PROFICIENT LEVEL, DOES BUT EASIER TO GRADE OFFERS MUCH DETAIL NOT PROVIDE STUDENTS TO SUBJECTIVE WITH INFORMATION ON ASSESSEMENTS HOW TO IMPROVE INSTRUCTOR NEEDS TO PROVIDE MORE WRITTEN COMMENTS, WHICH CAN BE TIME CONSUMING
1 Identify the Outcome • Learning outcomes – ▫ Examine what a student (or other stakeholders) is to do or think as a result of the program, course, service • Program outcomes – ▫ Examine what a program or process is to do, achieve or accomplish for its own improvement; generally needs/satisfaction driven
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