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W. Mei FangSenior Instructional Designer and Instructor, CFD
Resources: www.sjsu.edu.cfd/resources/assessment
Rubric Design Fundamentals
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“A Rubric is an assessment tool that communicates to students your expectations on how well they are or could be accomplishing their learning outcomes.”
“It’s a matrix using rating scales and criteria of learning outcomes.”
“ A tool to help grade consistently.”
“It’s a list of observable and measurable learning outcomes in different stages.”
What’s a Rubric?
3Photo credit: Microsoft Clip Art Gallery
Assessing If and How Well We Learned
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CRITERIA RATING
Excellent Good Need more work
Method of tying the shoelaces securely
Done correctly with double knots on both shoes
Double knots but loose knots on both shoes
Loose single knots or no knots were tied on one or both shoes
Ability to run with shoelaces tied
Time limit = one minute or more
Time limit = less than one minute more than 30 seconds
Time limit = less than 30 seconds
Ability to explain the reasons for tying shoelaces securely.
Describe a consequence of running with loose shoelaces i.e. “I will fall and hurt myself.”
Give key words to indicate the consequence, i.e. “ouch”, “trip”, “fall”, etc.
“I dunno!”
Total of =_________
Example of Rubric Componentsfor Tying Shoelaces
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CRITERIA RATING
Excellent Good Need more work
Method of tying the shoelaces securely
Done correctly with double knots on both shoes
Double knots but loose knots on both shoes
Loose single knots or no knots were tied on one or both shoes
Ability to run with shoelaces tied
Time limit = one minute or more
Time limit = less than one minute more than 30 seconds
Time limit = less than 30 seconds
Ability to explain the reasons for tying shoelaces securely.
Describe a consequence of running with loose shoelaces i.e. “I will fall and hurt myself.”
Give key words to indicate the consequence, i.e. “ouch”, “trip”, “fall”, etc.
“I dunno!”
Total of =_________
Example of Rubric Componentsfor Tying Shoelaces
Assessed Areas or Learning Outcomes
Rating Scale or Learning Benchmarks
Descriptor that is observable
and measurable
Reward
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Rubric Types and Characteristics
Holistic rubrics will provide the big picture of your assessment criteria and general descriptors of your expectations for the assignment. Examples
Analytic rubrics will break down the big picture into components of specific expectation, quantifiable descriptors with rewards such as points, grade, etc.
7 Rubric Library at Fresno: http://www.csufresno.edu/oie/assessment/rubric.shtml
Example
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Example
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Evaluation of Samples of Rubrics from Higher Ed
10On business Planhttp://course1.winona.edu/shatfield/air/Business%20Plan%20%20%20Walton%20College.doc
Example
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www.aacu.org/value/rubrics/pdf/CreativeThinking.pdf
Example
12http://www2.gsu.edu/~mstnrhx/457/rubric.htm
ExamplesAnalytical Rubric for logs and journal writing
Area of Product
Criteria Rating
daily entries
regular daily entriesentries 90% of the timeentries 80% of the timeentries less than 80% of the time
4321
use of scientific language
consistent, accurate usage of termsadequate usage of scientific termsoccasional use with few errorsno terms or frequent errors in usage
4321
application to the real world
able to apply learningusually finds practical applicationoccasionally relates to real life skillsno practical application
4321
concept understanding
shows understanding of key conceptsusually demonstrates understandinginadequately demonstrates understandingpoor understanding of concepts
4321
clarity of thought
well organizedadequate organizationlimited organizationpoor organization
4321
Holistic Rubric for Essay Questions
Response Criteria Rating
Exemplary
Clarity of thought, Complete. Shows understanding of all processes, reasonable hypothesis or thoughtful questions, conclusions supportable by data, shows creativity, some graphic representation of data or concepts.
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Competent
Clarity of thought, shows understanding of major processes, includes good hypothesis or questions, draws acceptable inferences and conclusions, may have graphic representations.
10
Minor Flaws
Completes the assignment, but explanations may be slightly ambiguous or unclear, may contain some incompleteness, inappropriateness, or unclearness in representation, hypothesis, understanding of processes, or conclusions.
8
Nearly Satisfactory
Begins successfully, but omits significant parts or fails to complete, may misuse scientific terms, representations may be incorrect or omitted, incorrect or incomplete in analysis, inferences and conclusions.
6
Fails to complete
Assignment and explanation is unclear, or major flaws in concept mastery, incorrect use of scientific terms, inappropriate or omitted hypothesis.
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Unable to begin effectively
Product does not reflect the assignment, does not distinguish what information is needed, restates the question without making an attempt at a solution.
2
No attempt Does not begin assignment. 0
13 Rubric Library at Fresno: http://www.csufresno.edu/oie/assessment/rubric.shtml
Example
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Example
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Align the rubric criteria and weighting with your learning outcomes in your syllabus.
Decide on the purpose(s) for your rubric before selecting a construction format
Repurpose or customize from existing rubric examples Construct your descriptors to be observable,
measurable, single-minded, and worded for students to understand
Involve students to create a rubric or to test a rubric Be flexible with your rubric so that you can revise the
expectations according to the actual levels of your students’ performance
Tips for Creating a Rubric
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Resources
Sharing on Rubric Development from Faculty
Membershttp://
elixr.merlot.org/assessment-evaluation/assessment-rubrics/assessment-rubrics4
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Steps to create a rubrichttp://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm
Basic examples of rubric typeshttp://www2.gsu.edu/~mstnrhx/457/rubric.htm
Resource for examples of rubrics [.pdf]http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cts=1331077542135&ved=0CFIQFjAD&url=http%3A%2F%2Fwww.csub.edu%2FTLC%2Foptions%2Fresources%2Fhandouts%2FRubric_Packet_Jan06.pdf&ei=259WT7vTJabkiALUxumHCA&usg=AFQjCNHipUTAhgrDdWmuu_YZVsig3tYngw
VALUE examples from AACUhttp://www.aacu.org/value/rubrics/index.cfm?CFID=39770849&CFTOKEN=62721187
Rubric Examples from Fresnohttp://www.csufresno.edu/irap/assessment/rubric.shtml
Rubric example for creating a business plan [.doc]http://course1.winona.edu/shatfield/air/Business%20Plan%20%20%20Walton%20College.doc
Rubric example for writing http://www.personal.psu.edu/users/s/a/sam50/rubric.htm
More examples and related resources from the CFD websitehttp://www.sjsu.edu/cfd/teaching-learning/assessment/
6 Facets of Understanding Rubrichttp://faculty.fullerton.edu/npelaez/BIOL102/UBDrubric.htm
Resources
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