Constructing Good Courses :Designing Rubrics

Jodi Welsch

CTEAG Sessions 2008

Questions

• What is a rubric?• When should I use a rubric? • How can I develop a rubric?• How can a rubric help me, as an

instructor?• How can a rubric help my students?

What is a Rubric?

• A set of explicit expectations or criteria – Description of varying levels of performance

• Systematic method of scoring student work– Increases reliability and validity of course

assessments

Holistic RubricExemplary = 24 Proficient = 22 Acceptable= 20 Weak= 18 Unacceptable = 16

The presentation addresses the assigned genre. The genre is introduced with a clear definition. All characteristics of the genre and any subcategories are identified and explained. Multiple examples are used to illustrate the genre. A variety of suggestions are provided regarding use of the genre in the classroom. A bibliography 10 books from the genre is provided in correct APA format. The presentation is well- organized, well-written and visually attractive.

The presentation addresses the assigned genre. The genre is defined. Characteristics and subcategories are identified and explained. At least 2 examples of the genre are presented. At least 2 suggestions for classroom use included. A bibliography of 10 books is provided.

The presentation addresses the assigned genre. The genre is defined. Characteristics and subcategories are identified. An example of the genre is presented. A suggestion for classroom use is included. A bibliography of less than10 books is provided.

The presentation addresses the assigned genre. Characteristics or subcategories are identified. The presentation lacks examples or instructional suggestions. A partial bibliography is provided.

The presentation does not address the assigned genre. Characteristics or subcategories of the genre are not clearly identified. Examples and instructional suggestions are not included. A genre bibliography is missing.

Analytic RubricCategory (Exemplary ) 4 (Good) 3 (Marginal) 2 (Unacceptable) 1

Quality of Information Information clearly relates to the main topic and adds new concepts, information. It includes several supporting details and/or examples. Consistently establishes source documentation for ideas.

Information clearly relates to the main topic. It provides at least 1 supporting detail or example. Occasionally provides documentation.

Information clearly relates to the main topic. No details and/or examples are given. Provides documentation when requested.

Information has little or nothing to do with the main topic or simply restates the main concept. It does not advance the discussion. Does not provide documentation for sources.

Critical Thinking Enhances the critical thinking process consistently through reflection and questioning of self and others; is a quality response that advances thoughts forward; adds to the discussion/ is a critical response.

Some critical thinking and reflection is demonstrated in discussion by the writer/responder

Responds to questions but does not engage in premise reflection

Does not respond to questions pose by the facilitator.

Collaboration Encourages and facilitates interaction among members of the online community. Reflects and evaluates own practices. Encourages colleagues to evaluate their teaching.

Responds to other members of the online community. Reflects on own practices.

Limited interactions or responses to other members of the online community.

Responds to the discussion facilitator only. No interaction with peers

Professional Language Professional vocabulary and writing style are used consistently throughout the discussion.

Professional vocabulary and writing style are used frequently throughout the discussion.

Professional vocabulary and writing style are used occasionally throughout the discussion.

Professional vocabulary and writing style are not used.

Timeliness One thread and two responses posted within time frame

One thread and one response on time. One response late

Thread or two responses late.

Thread and responses late

Five Reasons to Use Rubrics1. Rubrics tell students they must do a careful job. Information on the

expected quality of the task performed is given to students.

2. Rubrics set standards. Students know in advance what they have to do to achieve a certain level.

3. Rubrics clarify expectations. When levels are described in clear language, everyone knows what is required. The quality of student work will improve.

4. Rubrics help students take responsibility for their own learning. Students use rubrics to help study information the teacher values.

5. Rubrics have value to other stakeholders. Anyone (including colleagues, parents and community members) seeing a rubric and a student score based on that rubric knows what content was mastered by that student.

When to use a Rubric?

• Performance assessment– Product or performance that requires student

to demonstrate learning

• Examples– Written compositions– Oral presentations– Projects– Problem-solving activities

–Visual products–Performances

Developing a Rubric

• Task

• Criteria

• Levels of Performance

• Share

• Evaluate

Task• Does the task truly

match the outcome(s) you're trying to measure?

• Does the task require the students to use critical thinking skills?

– Consider Bloom’s Taxonomy

• Is the task a worthwhile use of instructional time?

• Does the assessment use engaging tasks from the "real world”?

• Are the tasks fair and free from bias?

• Will the task be credible? • Is the task feasible?

• Is the task clearly defined?

Task Description

• To ensure clarity, task descriptions for students should include: – outcome(s)– clear instructions– assessment conditions – resource materials– format of response (e.g., oral report, written report)

– scoring criteria

• Goal– Students will communicate

information and ideas effectively.

• Learning Objective– Students will demonstrate

the ability to write clear, concise explanation of concepts, using correct grammar, syntax, spelling and word usage.

• Activity– Write a summary report on

an article.

• Task Description– This assignment will require you

to demonstrate your ability to write clear, concise explanation of concepts, using correct grammar, syntax, spelling and word usage.

– You will select an article related to our current class topic from a peer-reviewed journal. After reading the article, you will write a report that summarizes the major concepts of the article.

– This summary should be at least 3 pages long and should be submitted to Blackboard by Friday. Using the rubric, it will be scored based on your explanation of the concepts and the quality of your written work.

Criteria

• Identify the expected elements within this task

• Identify possible levels of performance – 3-5 are typical

• Craft descriptions– Exemplary work– Lower levels

• Task Description– This assignment will require you to demonstrate your ability to write

clear, concise explanation of concepts, using correct grammar, syntax, spelling and word usage. You will select an article related to our current class topic from a peer-reviewed journal. After reading the article, you will write a report that summarizes the major concepts of the article. This summary should be at least 3 pages long and should be submitted to Blackboard by Friday. Using the rubric, it will be scored based on your explanation of the concepts and the quality of your written work.

• What are the criteria that will be examined in this assignment?

• Will the rubric be holistic or analytic?• How many levels of performance?• What would different levels of performance look like?

– Exemplary work?

CATEGORY Advanced = 3 Proficient = 2 Basic = 1 Unacceptable = 0

Sources All sources (informationand graphics) areaccurately documented inthe desired format. Thearticle selected is closelyrelated to the current

topic.

All sources (informationand graphics) areaccurately documented,but a few are not in the desired format. Thearticle selected is relatedto the current topic.

All sources (informationand graphics) areaccurately documented,but many are not in thedesired format. Therelationship between thearticle and the currenttopic is limited.

Sources are notaccurately documented,The article is not related to

the current topic.

Quality ofInformation

Information from thearticle is clearlysummarized. The mainconcepts and severalsupporting details areincluded. .Clear andconcise language is usedto explain the concepts.

Information from thearticle is summarized.The main concepts and1-2 supporting detailsare included. Theconcepts are explained.

Information from thearticle is limited. Themain concept isexplained. No details aregiven.

Information has little ornothing to do with thearticle.

Mechanics No grammatical,Spelling or punctuation

errors.

Almost no grammatical,spelling or punctuationerrors

A few grammaticalspelling, or punctuationerrors.

Many grammatical,spelling, or punctuationerrors.

Created using RubiStar ( http://rubistar.4teachers.org )

Sharing Rubrics

• A rubric can be a powerful communication tool.  – Self– Students– Colleagues

• Task descriptions and rubrics should be shared with students before assessment

Evaluating Rubrics

• Use for student self assessment • Revisions

– How did the rubric reflect: • Course goals?• Dimensions of student performance?• Clear expectations?

– Could the rubric be used easily by others?– Was the rubric effective in measuring

learning goals?

Answers

• What is a rubric?• When should I use a rubric? • How can I develop a rubric?• How can a rubric help me, as

an instructor?• How can a rubric help my

students?

Web Resources• Rubistar http://rubistar.4teachers.org/index.php • Teach-nology http://www.teach-nology.com/web_tools/rubrics/

• Scholastic http://www.sites4teachers.com/links/redirect.php?url=http://teacher.scholastic.com/tools/rubric.htm

• Kathy Schrock’s Guide for Educators http://school.discoveryeducation.com/schrockguide/assess.html

• ASU Assessment Web http://universityevaluation.asu.edu/fmi/iwp/cgi?-db=LCE_tools&-

loadframes

Resources• Andrade, H., & Du, Y. (2005). Student perspectives on rubric-

referenced assessment. Practical Assessment, Research and Evaluation, 10, 3.

• Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57,5. 13-18.

• Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin Press.

• Montgomery, K. (2001). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50, 1. 34-39.

• Stevens, D. & Levi, A. (2005). Introduction to rubrics. Sterling, VA: Stylus Publishing.