Rubrics: Measuring Student Success

November 19, 2007

Center for Teaching & Learning

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Rubrics: Measuring Student

Success

Rubrics: Measuring Student

SuccessTaking the guess-work out of

assessment and conveying effective feedback!

Zala Fashant

Taking the guess-work out of assessment and conveying effective

feedback!

Zala Fashant

November 19, 2007


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RubricsRubrics“A rubric articulates in writing the

various criteria and standards that a faculty member uses to evaluate student work. It translates informed professional judgment into numerical ratings on a scale.”Walvoord (2004)

“A rubric articulates in writing the various criteria and standards that a faculty member uses to evaluate student work. It translates informed professional judgment into numerical ratings on a scale.”Walvoord (2004)

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RubricsRubrics

Rubrics is a way by which you can calibrate and quantify your students’ assignment results.

In your mind, you know what you would consider an A, a B, a C, etc.

Rubrics is a way by which you can calibrate and quantify your students’ assignment results.

In your mind, you know what you would consider an A, a B, a C, etc.

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RubricsRubrics

Rubrics use descriptions to demonstrate what you expect in each of the skill sets you are assessing by using a sliding scale.

Rubrics use descriptions to demonstrate what you expect in each of the skill sets you are assessing by using a sliding scale.

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CompetenciesCompetencies

What are they?

Why have them?

How do they help faculty to teach?

How do they help students learn?

What are they?

Why have them?

How do they help faculty to teach?

How do they help students learn?

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Competencies in Course Design

Competencies in Course Design

When designing your course, competencies are the first things you consider.

What do you want students to know and do as they leave your course that they couldn’t when they walked in?

When designing your course, competencies are the first things you consider.

What do you want students to know and do as they leave your course that they couldn’t when they walked in?

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Pop QuizPop Quiz

Now that I developed my course competencies... what should I do next?

A. Write the assessmentsB. Design the activitiesC. Give the course a name


A. Write the assessmentsB. Design the activitiesC. Give the course a name

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Pop QuizPop Quiz


A. Write the assessments – yes!B. Design the activities - nopeC. Give the course a name – anytime


A. Write the assessments – yes!B. Design the activities - nopeC. Give the course a name – anytime

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AssessmentsAssessments

Why do I write the assessments next?Don’t I do that at the end? Do it while your competencies are

fresh in your mind. Your activities will take you from

where the students enter to where you want them when they leave!

Why do I write the assessments next?Don’t I do that at the end? Do it while your competencies are

fresh in your mind. Your activities will take you from

where the students enter to where you want them when they leave!

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How Do You Assess Written Work and Skill Performance?How Do You Assess Written Work and Skill Performance?

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AssessmentAssessment

In writing and performance evaluation it is better to keep the assessment as objective as possible. In other words, take the guess-work out!

Tell the students what you expect of them as you discuss the assignment.

In writing and performance evaluation it is better to keep the assessment as objective as possible. In other words, take the guess-work out!

Tell the students what you expect of them as you discuss the assignment.

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AssessmentAssessment

Telling your students the standards by which you are going to measure their achievement is done by using…

Telling your students the standards by which you are going to measure their achievement is done by using…

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RubricsRubricsThere are two main designs:• Holistic Rubrics: consider all

criterion together for one mark.• Analytic Rubrics: consider each

criterion individually which can be kept separate or added together.

There are two main designs:• Holistic Rubrics: consider all

criterion together for one mark.• Analytic Rubrics: consider each

criterion individually which can be kept separate or added together.

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RubricsRubrics

Here’s an example from an assignment you might use in biology…

Here’s an example from an assignment you might use in biology…

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RubricsRubrics

The assignment is to draw a grasshopper and label the body parts.

You want to assess the drawing itself, the correct names of the body parts, the overall professional standards of the assignment.

The assignment is to draw a grasshopper and label the body parts.

You want to assess the drawing itself, the correct names of the body parts, the overall professional standards of the assignment.

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Rubrics - DrawingRubrics - Drawing4

The drawing is nearly perfect to scale.

Shading shows texture on body.

Parts look life-like.

Use of color matches actual insect.

3The drawing is close to scale.

Shading shows some texture on body.

Parts look life-like.

Use of color is close to actual insect.

2The drawing considers scale.

Some texture is added on body.

Parts are recognizable and clear.

Some use of color adds to the quality of the drawing.

1The drawing uses little scale.

There is minimal or no texture on the body.

Parts are somewhat clear and recognizable.

Little or no color is used.

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Rubrics – Naming of PartsRubrics – Naming of Parts4

Parts are named correctly.

390% of parts are named correctly.

280% of parts are named correctly

1Less than 80% of parts are named correctly.

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Rubrics – Professional standardsRubrics – Professional standards4

Pride in work meets high standard.

Labels meet professional standards.

Condition of assignment is perfect and mounted to industry standards.

3Pride is work nearly meets high standard.

Labels are near professional standards.

Condition of assignment nearly perfect and mounted to industry standards

2Pride in work is adequate.

Labels meet minimum standards.

Condition of assignment shows smudges, marks, or wrinkles and is mounted near industry standards.

1Pride in work needs improvement.

Labels do not meet minimum standards.

Condition of assignment shows mistreatment and mounting does not articulate industry standards.

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Rubrics – How & When to UseRubrics – How & When to Use

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Rubrics - AdvantagesRubrics - Advantages

• Great way for students to self-evaluate the assignments they turn in.

• Display the instructors expectations prior to the work being done.

• Keep the evaluation about objective and measurable skills and concepts – not personal.

• Great way for students to self-evaluate the assignments they turn in.

• Display the instructors expectations prior to the work being done.

• Keep the evaluation about objective and measurable skills and concepts – not personal.

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• Set a professional tone for students.

• Provide support for the grade the student has earned.

• Others?

• Set a professional tone for students.

• Provide support for the grade the student has earned.

• Others?

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• Timely/detailed feedback to students

• Encourage critical thinking• Facilitate communication• Refine teaching skills• Levels the playing field with

diverse students• Stevens (2005)

• Timely/detailed feedback to students

• Encourage critical thinking• Facilitate communication• Refine teaching skills• Levels the playing field with

diverse students• Stevens (2005)

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Rubrics - DrawbacksRubrics - Drawbacks

• Take a while to create• May need to be revised as you

modify assignments.• Slower grading at first.• Others?

• Take a while to create• May need to be revised as you

modify assignments.• Slower grading at first.• Others?

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In ConclusionIn Conclusion

By creating your rubrics to match the level of your expectations for your competencies, you may find that you have more students reaching the highest standards.

By creating your rubrics to match the level of your expectations for your competencies, you may find that you have more students reaching the highest standards.

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In ConclusionIn Conclusion

Your K-12 Colleagues have used rubrics for years.

Students are used to them and most of them really like what they communicate.

Your K-12 Colleagues have used rubrics for years.

Students are used to them and most of them really like what they communicate.

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Text and Online ResourcesText and Online Resources

http://www.ctl.mnscu.edu/events/webseminars/rubircselectronicresourcelist.pdf

http://www.ctl.mnscu.edu/events/webseminars/rubircselectronicresourcelist.pdf

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Contact InformationContact Information

Zala FashantCenter for Teaching and

[email protected]

651-649-5745

Zala FashantCenter for Teaching and

[email protected]

651-649-5745

Documents

Rubrics: Measuring Student Success