Debra Dunlap Runshe Best Practices In College Teaching: Designing Effective Rubrics
Have you ever had a student look at you like this?
Have you ever felt like this?
If you agree with any of these statements a rubric may be for you You are getting carpal tunnel syndrome from writing the same comments on almost every student paper. You have graded all your papers and worry that the last ones were graded slightly differently from the first ones. Youve sometimes been disappointed by whole assignments because all or most of your class turned out to be unaware of academic expectations so basic that you neglected to mention them (e.g., the need for citations or page numbers). Do you need a rubric? (Stevens & Levi, 2005)
By the end of this webinar, you will be able to: articulate how rubrics can be useful. describe characteristics of a rubric. distinguish between analytic and holistic rubrics. design a rubric. Webinar Objectives
Do you use rubrics to assess student work? If so, how? What do you already know about rubrics? What are some things you want to learn about using rubrics to assess student work? Where are you now?
Definition of a Rubric Rubrics are criterion-referenced rules for assessing student performance holistically or analytically (on different dimensions). A scoring tool that lays out the specific expectations for an assignment, providing a detailed description of what constitutes acceptable or unacceptable levels of performance. (Stevens & Levi, 2005).
Parts of a Rubric Task description A scale Dimensions of the assignment Descriptions of performance level (Stevens & Levi, 2005)
Analytic vs. Holistic Rubrics Analytic rubric: Common when evaluating independent dimensions or components of student work. Holistic rubric: Common when the assessed criteria are considered in combination and when quality is judged broadly.
A Insightful development and mature style Cogent analysis of or response to the text Uses sophisticate sentences effectively B Clearly competent Thoughtful analysis of or response to the text Less fluent and complex style than 6, but chooses words accurately, varies sentences effectively C Satisfactory Adequate analysis of response to the text Usually chooses words of sufficient precision, sentences of reasonable variety D Unsatisfactory in one of more ways May analyze or respond to text illogically Frequently imprecise word choice and little sentence variety F Serious weaknesses, of several kinds Simplistic, inappropriate, or incoherent analysis of or response to text Inaccurate word choice, monotonous or fragmented sentence structure Holistic Rubric Article Review
ExemplaryCompetentDeveloping Content Full understanding of topic Good Understanding of parts of topic Does not seem to understand topic Stays on topic 100-95% if the time Stays on topic 94-75-% if the time It was hard to tell what the topic was Preparedness Completely prepared and has obviously rehearsed Somewhat prepared, but it is clear that rehearsal was lacking Does not seem at all prepared to present Eye contact Establishes eye contact with everyone in the room Sometimes establishes eye contact Does not look at people during the presentation Oral Presentation Analytic Rubric
Constructing a Rubric A rubric is a protocol for grading based on: critical components scoring scale So, what is worth grading on (the components)?
What is worth grading on? Comprehensive literature review Clarity of rational for chosen research design including importance to field Understanding of methodology to be used Includes and addresses potential limitations and implications for practice Proper references to texts, other resources Organization, conformity to format Precision of measurement, quality of data Clarity of explanations, expression Strength/tightness of arguments Grammar and mechanics Writing style Use of APA Style
Constructing a Rubric Four Important Steps 1. Reflection 2. Listing of Objectives 3. Grouping and Labeling 4. Application of Scales (Stevens & Levi, 2005)
Step 1: Reflection Eight questions to consider: 1. Why did you create assignment? 2. Have you given this or similar assignment before? 3. How does the assignment relate to the rest of the course? 4. What skills do students need for successful completion? 5. What exactly is the task assigned? 6. What evidence can students provide to show they have successfully completed the assignment? 7. What does an exemplary product look like? 8. What does the worst example of a product look like? (Stevens & Levi, 2005)
Step 2: Listing of Objectives What specific learning objectives are for this assignment? What is the highest level of performance you expect for each learning goal?
Step 3: Grouping and Labeling Dimensions of an Academic Research Proposal Research Question Literature Review Methodology Limitations and Significances Transitions Grammar and Style
Step 4: Application of Scales Exemplary, proficient, marginal, unacceptable Advanced, intermediate high, intermediate, novice Distinguished, proficient, intermediate, novice Accomplished, average, developing, beginning Outstanding, very good, good, poor, unsatisfactory A, B, C, D, F Satisfactory, unsatisfactory
Scoring Scale Example Elegance of Argument component: 5Original and clearly stated thesis; persuasive, well-organized, imaginative use of source material 4Clearly stated thesis; good use of sources; well organized 3Facts straight with reasonable explanation of the subject under consideration 2Poorly stated thesis, inadequate survey of available sources, poor organization 1No awareness of argument or complexity
Lets Create a Rubric Think about building a rubric for buying a house. Identify the components that are critical in completing this task. Write the descriptive levels for the components.
Step 1: Reflection
Step 2: Listing of Objectives
Step 3: Grouping and Labeling
Step 4: Application of Scales
Advantages of a Clear Rubric Provides timely feedback Prepares students to use detailed feedback Encourages critical thinking Facilitates communications with others Helps refine teaching methods Levels the playing field (Stevens & Levi, 2005)
Rubrics Help Students to Self-assess Provide examples of work corresponding to different levels Provide coaching on components of quality before the whole assignment is undertaken Have students use the rubric to assess each others practice assignments and develop norms of fairness Have students use the rubric to assess their own work and provide feedback on their self- assessment
Other Considerations Research other rubrics Peer evaluation Revise, revise, revise
eTools for Rubric Construction RubiStar: http://rubistar.4teachers.org iRubric: http://www.rcampus.com/indexrubric.cfm
AAC& Us VALUE Project (Retrieved from www.aacu.org/value/metarubrics.cfm August 22, 2011)www.aacu.org/value/metarubrics.cfm
Intellectual and Practical Skills Inquiry and analysis Critical thinking Creative thinking Written communication Oral communication Reading Quantitative literacy Information literacy Teamwork Problem solving VALUE Rubrics Learning Outcomes for the development of VALUE Rubrics Personal and Social Responsibility Civic knowledge and engagement- local and global Intercultural knowledge and competence Ethical reasoning Foundations and skills for lifelong learning Integrative and Applied Learning Integrative and applied learning
Summary During this webinar, we: discussed how rubrics can be useful. described characteristics of a rubric. distinguished between analytic and holistic rubrics. designed a rubric.
Why use rubrics? So students look like this
Thank you for your participation! Debra Dunlap Runshe, Instructional Development Specialist University Information Technology Services Indiana University-Purdue University Indianapolis Information Technology and Communications Complex (IT 342H) 535 West Michigan Street, Indianapolis, IN 46202 Phone: 317-278-0589 Email: firstname.lastname@example.org@iupui.edu
References and Resources ALTEC at University of Kansas. RubiStar. Web site: http://rubistar.4teachers.org http://rubistar.4teachers.org Carnegie Mellon, Eberly Center for Teaching Excellence. Grading and performance rubrics. Retrieved June 11, 2010 from http://www.cmu.edu/teaching//designteach/teach/rubrics.html http://www.cmu.edu/teaching//designteach/teach/rubrics.html Kansas State University, Office of Assessment. Measures, rubrics, & tools for assessing student learning outcomes. Web site: http://www.k- state.edu/assessment/plans/measures/samples/index.htmhttp://www.k- state.edu/assessment/plans/measures/samples/index.htm McGonigal, K. (2006, spring). Getting more teaching out of testing and grading." Speaking of Teaching, 15, 2. Retrieved June 11, 2010 from http://ctl.stanford.edu/Tomprof/postings/738.html http://ctl.stanford.edu/Tomprof/postings/738.html Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics [Electronic version]. Practical Assessment, Research & Evaluation, 8(14). Retrieved June 11, 2010 from http://pareonline.net/getvn.asp?v=8&n=14 http://pareonline.net/getvn.asp?v=8&n=14 Moskal, B. M. (2000). Scoring rubrics: what, when and how? [Electronic version]. Practical Assessment, Research & Evaluation, 7(3). Retrieved June 11, 2010 from http://PAREonline.net/getvn.asp?v=7&n=3http://PAREonline.net/getvn.asp?v=7&n=3
References and Resources Palomba, C.A., & Banta, T.W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass. Quinlan, A. M. (2006). A complete guide to rubrics: Assessment made easy for teachers, K-college. Lanham, MD: Rowman & Littlefield. Reazon System, Inc. iRubric. Web site: http://www.rcampus.com/indexrubric.cfm http://www.rcampus.com/indexrubric.cfm rSmart, a Sakai Commercial Affiliate. Resources for teaching and learning. Web site: http://openedpractices.org/resourceshttp://openedpractices.org/resources Simkins, M. (1999). Designing great rubrics. Technology & Learning, 20 (1), 23-24, 28-30. Stevens, D. D. & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus. Suskie, L. (2009). Assessing student learning: A common sense guide. (2 nd ed.). San Francisco: Jossey-Bass. TLT Group. Rubrics. Web site: http://www.tltgroup.org/resources/Rubrics.htmhttp://www.tltgroup.org/resources/Rubrics.htm Walvoord, B.E. (2010). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
What are rubrics? A rubric is a criterion-referenced scoring tool for assessment linked to learning objectives that is used to assess a student's performance. Rubrics allow for standardized evaluation according to specified criteria, making grading simpler and more transparent. What benefits do rubric offer, and to whom? Rubrics benefit both the instructor and the students. They are used both to guide student learning and to assess student learning outcomes. Creating rubrics Steps in creating rubrics include: 1) articulate the objective(s) of the assignment; 2) identify criteria to be evaluated; 3) determine the levels of performance across the criteria; 4) describe the performance at the various levels for each criterion. Resources for rubric creation AAC&Us VALUE rubrics from www.aacu.org/value/metarubrics.cfmwww.aacu.org/value/metarubrics.cfm Rubistar http://rubistar.4teachers.orghttp://rubistar.4teachers.org iRubric http://www.rcampus.com/indexrubric.cfmhttp://www.rcampus.com/indexrubric.cfm Quick Guide to Rubrics
Rubric Template (Describe here the task or performance that this rubric is designed to evaluate.) Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance cha...