ChardFHFHJKK Rubrics 2YTGHKHJG

8/12/2019 ChardFHFHJKK Rubrics 2YTGHKHJG

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How to Create Rubrics

(Based on Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective eedbac!, and "romote Student #earningby Stevens and #evi $%%&' Assessing Academic "rograms in ig)er Education by Allen $%%*' and #earner+Centered Assessment onCollege Cam uses: s)ifting t)e focus from teac)ing to learning by uba and reed $%%%-

ormat for a rubric:

Tas! .escri tion:

TASK DESCRIPTION

SCALE

Scale Level 1 Scale Level 2S3

Dimension 1Dimension 2Dimension 3Etc

DIMENSIONS

DESCRIPTIONS OF DIMENSIONS

A rubric involves four com onents:

"art /: Task Description Involves a 0 erformance1 of some sort by t)e student T)e tas! can ta!e t)e form of a s ecific assignment' e2g2, a a er, a oster, a resentation T)e tas! can ta!e t)e form of overall be)avior' e2g2, artici ation, use of ro er lab

rotocols, be)avioral e3 ectations in t)e classroom

"art $: Scale .escribes )o4 4ell or oorly any given tas! )as been erformed "ositive terms 4)ic) may be used: 05astery1, 0"artial 5astery1, 0"rogressing1, 0Emerging1 6on7udgmental or noncom etitive language: 0 ig) level1, 05iddle level1, 0Beginning level1 Commonly used labels:

o So )isticated, com etent, artly com etent, not yet com etento E3em lary, roficient, marginal, unacce tableo Advanced, intermediate )ig), intermediate, noviceo .istinguis)ed, roficient, intermediate, noviceo Accom lis)ed, average, develo ing2 Beginning

8+& levels are ty ically usedo t)e more levels t)ere are, t)e more difficult it becomes to differentiate bet4een t)em and to

articulate recisely 4)y one student9s 4or! falls into t)e scale level it doeso but, more s ecific levels ma!e t)e tas! clearer for t)e student and t)ey reduce

t)e rofessor9s time needed to furnis) detailed grading notes

"art 8: Dimensions #ay out t)e arts of t)e tas! sim ly and com letely S)ould actually re resent t)e ty e of com onent s!ills students must combine in a


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successful sc)olarly 4or! Brea!ing u t)e assignment into its distinct dimensions leads to a !ind of tas! analysis 4it)

t)e com onents of t)e tas! clearly identified


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Example :Tas!: Each student will make a 5-minute presentation on the changes in one community over the

past 30 years. The student may ocus the presentation in any way he or she wishes! "ut thereneeds to "e a thesis o some sort! not #ust a chronological exposition. The presentation should include appropriate photographs! maps! graphs! and other visual aids or the audience.

Excellent Com etent Nee!s "o#$Kno"le!%e&'n!e#stan!in%

2() T*in$in%&in+'i#,3()Comm'nication2()-se o. vis'al ai!s2()P#esentation s$ills1()

"art *: Description o the Dimensions A rubric s)ould contain at t)e very least a descri tion or t)e )ig)est level of erformance in t)at

dimension Scoring Guide Rubric a rubric t)at contains only t)e descri tion of t)e )ig)est levelof erformance

Example Scoring $uide %u"ric : (includes descri tion of dimensions at t)e )ig)est levelof erformance-

Tas! : Each student will make a 5-minute presentation on the changes in one community over the past 30 years. The student may ocus the presentation in any way he or shewishes! "ut there needs to "e a thesis o some sort! not #ust a chronological exposition.The presentation should include appropriate photographs! maps! graphs! and othervisual aids or the audience.

C#ite#ia Comments PoinKno"le!%e&'n!e#stan!in%

T*e #esentation !emonst#atesa

2()!e t* o. *isto#ical'n!e#stan!in%/, 'sin% #elevant an! acc'#ate!etail0 Resea#c* is t*o#o'%* an!%oes /e,on! "*at "as

#esente!in class o# in t*e assi%ne! texts0

T*in$in%&in+'i#, T*e #esentation is cente#e!3() a#o'n! a t*esis "*ic* s*o"s a

*i%*l, !evelo e! a"a#eness o. *isto#io%#a *ic o# social iss'esan!a *i%* level o. conce t'al a/ilit,0

Comm'nication T*e #esentation is ima%inative2()

an! e ective in conve,in% i!eastot*e a'!ience0 T*e #esente##es on!s e ectivel, to a'!ience#eactions an! +'estions0

-se o. vis'al ai!s T*e #esentation incl'!es

2()a #o #iate an! easil,'n!e#stoo!vis'al ai!s "*ic* t*e #esente##e.e#s to an! ex lains at


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a #o #iate moments in t*e#esentation0

P#esentation s$ills T*e #esente# s ea$s clea#l,an!

1()lo'!l, eno'%* to /e *ea#!'sin%e,e contact a livel, tone%est'#esan! /o!, lan%'a%e to en%a%et*e

a'!ience0


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Example Three-level %u"ric : (includes descri tion of dimensions 4it) all levels oferformance described-

Tas! : Each student will make a 5-minute presentation on the changes in one community over the past 30 years. The student may ocus the presentation in any way he or shewishes! "ut there needs to "e a thesis o some sort! not #ust a chronological exposition.The presentation should include appropriate photographs! maps! graphs! and othervisual aids or the audience.

Excellent Com etent Nee!s "o#$Kno"le!%e&'n!e#stan!in% T*e #esentation T*e #esentation 'ses T*e #esentation

2() !emonst#ates a !e t* o. $no"le!%e t*at is%ene#all, little #elevan

*isto#ical 'n!e#stan!in%/, acc'#ate "it* onl, mino# acc'#ate in.o#mat

'sin% #elevant an! inacc'#acies an! t*at isnot even t*"as

acc'#ate !etail0 %ene#all, #elevant to t*e #esente! in clasResea#c* is t*o#o'%* an! st'!ent s t*esis0 t*e assi%ne! text%oes /e,on! "*at "as Resea#c* is a!e+'ate /'t Little o# no #esea#

#esente! in class o# int*e

!oes not %o m'c*/e,on! a a#ent0

assi%ne! texts0 "*at "as #esente! inclass o# in t*e assi%ne!

text0

T*in$in%&in+'i#, T*e #esentation is T*e #esentation s*o"san

T*e #esens*o"s

3() cente#e! a#o'n! a t*esis anal,tical st#'ct'#e an! a no anal,tical st#'"*ic* s*o"s a *i%*l, cent#al t*esis /'t t*e an! no cent#al t*

!evelo e! a"a#eness o. anal,sis is not al"a,s.'ll,

*isto#io%#a *ic o# social!evelo e! o# lin$e! tot*e

iss'es an! a *i%* level o. t*esis0conce t'al a/ilit,0

Comm'nication T*e #esentation is P#esentation tec*ni+'es T*e #esento

2()ima%inative an! e ectivein 'se! a#e e ective in ca t'#e t*e inte#

conve,in% i!eas to t*e

conve,in% main i!eas

/'t t*e a'!ience aa'!ience0 t*e, a#e a /it con.'sin% in "*at T*e #esente# #es on!s 'nima%inative0 /e comm'nicatee ectivel, to a'!ience Some +'estions .#om t*e#eactions an! +'estions0 a'!ience #emain

'nans"e#e!0-se o. vis'al ai!s T*e #esentation incl'!es T*e #esentation incl'!es T*e #esentation

2() a #o #iate an! easil,a #o #iate vis'al ai!s/'t incl'!es no vi

'n!e#stoo! vis'al ai!st*ese a#e too .e" a#e ina o# incl'!es v

"*ic* t*e #esente##e.e#s .o#mat t*at ma$es t*e

t*at a#e ino#

to an! ex lains at !i4c'lt to 'se o#too small o/e

a #o #iate moments in 'n!e#stan! o# t*e 'n!e#stoo!0

t*e #esentation0 #esente# !oes not #e.e#to T*e #esennoo# ex lain t*em in t*e mention o. t*em

#esentation0 #esentation0

P#esentation s$ills T*e #esente# s ea$s T*e #esente# s ea$s T*e #esen/e

1() clea#l, an! lo'!l, eno'%* clea#l, an! lo'!l, eno'%* *ea#! o# s ea$s s

to /e *ea#! 'sin% e,e to /e *ea#! /'t ten!s to'nclea#l, t**e

contact a livel, tone !#one o# .ails to 'se e,e cannot /e 'n!e#s%est'#es an! /o!, contact %est'#es an! T*e#e is no attem

lan%'a%e to en%a%e t*e/o!, lan%'a%econsistentl, en%a%e t*e a'


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a'!ience0 o# e ectivel, at times0 t*#o'%* e,e cont%est'#es lan%'a%e0

our stages in constructing a rubric

1. %e lecting 2 In t)is stage, 4e ta!e t)e time to reflect on 4)at 4e 4ant from t)e students, 4)y 4e created t)isassignment, 4)at )a ened t)e last time 4e gave it, and 4)at our e3 ectations are2

a) ;)y did you create t)is assignment

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ChardFHFHJKK Rubrics 2YTGHKHJG