ubricsubrics

Ken Ronkowitz

What are we going to cover in this What are we going to cover in this session?session?

Defining rubricsDefining rubricsReasons for using themReasons for using them

TypesTypesMoodle rubric toolMoodle rubric tool

1. What types of assessments do you use in your courses?

2. Do you use rubrics? 3. Do you use rubrics for grading?4. Do you use rubrics for non-graded assessment?5. Do you have students use them for self-assessment?

But first

ubric historical

A rubric was a word or section of text which was traditionally written or printed in red ink to highlight it. The word derives from the Latin: rubrica, meaning “red ochre” and originates in Medieval illuminated manuscripts where these red letters were used to highlight initial capitals, section headings and names of significance.They evolved to also includenotes or directions in the margins and carried over to university professors making notes on student writing in such a manner.Many teachers still do so – and even continue to use red ink.

What is a rubric?What is a rubric?• “A rubric is a scoring tool that lays out specific

expectations for an assignment” (Stevens & Levi)

• A description of explicit learning goals• A checklist of assignment criteria• A vehicle for feedback• A guide for planning future learning• A scoring chart

Why Use Rubrics?Why Use Rubrics?

Why use rubrics?Why use rubrics?A good rubric tells the performer (student) and evaluator (teacher)•by what criteria the work will be judged•the difference between good work and weaker work•that our judgments (or scores) are valid•a standard (continuity) for judging

•When used correctly, it can help both performers and judges focus on improvement and achieving excellence.

Rubrics canRubrics can1) Save grading time (eliminating the need to repeatedly write

the same comments etc.)

2) Convey effective feedback3) Give transparency and consistency in marking 4) Reduce hassles by minimizing marking

complaints5) Result in better understood assignment

requirements6) Provide more perceived objectivity7) Reveal standards in a discipline8) Share benchmark qualities

Pedagogically, rubrics canPedagogically, rubrics can

• Guide feedback - descriptively• Characterize the desired results - objectively• Operationalize performance standards -

purposefully• Develop self-assessment competence -

constantly• Involve students – thoughtfully• Focus instruction – intentionally

Rubrics put Rubrics put intentionalintentional focus on elements focus on elements

• They help guide the evaluator in giving feedback that is descriptive as well as evaluative.

• Rubric creation by students is an excellent way to use active learning. o Active learning focuses the responsibility of

learning on learners. It can be eye-opening to see what students believe is important or what they believe they will be judged on in the performance.

Typically, teachers use rubrics to assess an assignment, but they can also assess1)The course MATERIALS2)The DELIVERY of the course3)Student UNDERSTANDING of broad concepts and knowledge elements4)Student & instructor PERFORMANCE (problem solving, research, communication skills)5)Student & instructor COMPETENCE (expertise) with the subject-matter.6)Student & instructor HABITS OF MIND (perseverance, flexibility, tolerance for ambiguity, applying prior knowledge to new situations... see www.habits-of-mind.net Costa & Kallick

What’s In It For Students?

Students can use rubrics:• when they plan their work • Before submission or performance as a checklist• at the completion of the taskIn designing rubrics, students will:• have a voice in their own assessment• be partners in learning• understand the expected qualities and indicators• understand feedback

Types of RubricsTypes of Rubrics

• A holistic rubric has one global, holistic rating for a behavior divided into levels of that rating.

• More commonly, an analytic rubric has separate, ratings of specified characteristics of a behavior.

Holistic rubrics• Describe levels of

performance in terms of the product or performance as a whole.

• Are most useful when the ‘whole’ is more important than the ‘parts’.

• Are often used in summative assessment, but may also be used for formative assessment.

Analytical rubrics• Identify separately each

of the qualities expected to be in evidence in the produce or performance.

• Are most useful in formative assessment.

Holistic because each singular criterion above can receive 0-5 points.

A criterion can also have simply a 0 or 1 rating.

In an analytical rubric, the cell descriptions of levels of achievement

will contain different descriptions and items.

Scoring & Performance Rubrics• Although rubrics are often used for scoring (grading),

there are good reasons for using them besides grading – for example, to evaluate current performance.

• Rubrics used for grading are often called "scoring rubrics" and might be a form of summative assessment (grading).o By supplying students with a scoring rubric along with the

initial assignment, you are making it very clear what is expected of them. Rubrics may help eliminate comments such as “ I wasn't sure what you wanted.” or “I don't see why I got a ‘B' instead of a 'A' .”

Eliminating the point values on this rubric for online discussion posts, takes away the scoring element.

Summative Summative FormativeFormative• MOST COMMONLY

USED assessment type - done at the conclusion of a module, course or any instructional period (eg, end of unit or program)

• Like tests assignments and exams, generally used to assign marks or grades or to determine whether the student gains credit for the unit, level of achievement, the success or to what extent the program, project or course met its goals.

• Assessment that is ongoing and

• intended to give students feedback on their learning progress and

• to give the teacher an indication of what students have mastered so far and areas of difficulty

• and not to assign marks or grades toward determining whether the student gains credit for the work.

The aim of authentic assessment is to IMPROVE performance not merely to audit it.

That includes the performance of the instructor,

the course materials, the program...

Rubrics can be formative when used for self-assessment, critiques & peer-editing where consistency of judgment is critical.

Assessment cannot be fair unless students as well as teachers know the “rules of the game” when they are beginning on a task.

Rubrics consist of1. Columns = standards2. Rows = objectives or criteria3. Cells = measurement type

24

Rows (Objectives/Criteria) Rows (Objectives/Criteria) A learning objective becomes an assessment

criteriono Example: Essay is written with correct grammar,

spelling and mechanics.

Building Rubrics 25

An objective in a simple rubric for comparing two items

Exemplary Proficient Beginning

Ability to select appropriate characteristics for comparison

Selects important characteristics that provide a significant basis for comparison.

Selects characteristics of varying importance that allow some comparison between two items.

Selects characteristics which allow for a little comparison.

Ability to identify similarities and differences between two items.

Accurately identifies and selects the major similarities and differences for both items.

Some similarities and differences identified. Important similarities and differences not included.

Identifies either similarities or differences.

Ability to use the identified similarities and differences to reach significant conclusions

Draws insightful and thoughtful conclusions from the similarities and differences.

Some thoughtful conclusions are drawn from the comparisons.

A few conclusions are drawn from the comparisons.

Expected Qualities

Columns (Standards)Columns (Standards)• First, determine the number of proficiency levels

- 4 levels are typical Odd numbers are often avoided to avoid

“sitting on the fence” or “splitting the difference” o Excellent/ Exceeds expectation/ Experto Good/ Meets expectation/ Proficiento Satisfactory/ Needs some improvement/

DevelopingoWeak/ Needs much improvement/ Novice

• Total of “meets expectation” column grades will often be the average mark or a “B”

A standard of proficiency

Exemplary Proficient Beginning

Ability to select appropriate characteristics for comparison

Selects important characteristics that provide a significant basis for comparison.

Selects characteristics of varying importance that allow some comparison between two items.

Selects characteristics which allow for a little comparison.

Ability to identify similarities and differences between two items.

Accurately identifies and selects the major similarities and differences for both items.

Some similarities and differences identified. Important similarities and differences not included.

Identifies either similarities or differences.

Ability to use the identified similarities and differences to reach significant conclusions

Draws insightful and thoughtful conclusions from the similarities and differences.

Some thoughtful conclusions are drawn from the comparisons.

A few conclusions are drawn from the comparisons.

Expected Qualities 2

2

2

26 points would be average-proficient-”B”

Cells (Measurement Type)Cells (Measurement Type)• Select measurement type for each criteria. You might

want to measure:o Quality (How well was the task done?)

• Eg How well did student apply theory to facts?o Quantity (How many of the tasks were done?)

• Eg Were all the instructions followed?o Frequency (How often was the task done?)

• Eg How frequently were grammatical/spelling errors made?

o Consequence (What is effect of the work done?)• Eg Did the presentation hold the attention of the

class?

A measurement of quality

Exemplary Proficient Beginning

Ability to select appropriate characteristics for comparison

Selects important characteristics that provide a significant basis for comparison.

Selects characteristics of varying importance that allow some comparison between two items.

Selects characteristics which allow for a little comparison.

Ability to identify similarities and differences between two items.

Accurately identifies and selects the major similarities and differences for both items.

Some similarities and differences identified. Important similarities and differences not included.

Identifies either similarities or differences.

Ability to use the identified similarities and differences to reach significant conclusions

Draws insightful and thoughtful conclusions from the similarities and differences.

Some thoughtful conclusions are drawn from the comparisons.

A few conclusions are drawn from the comparisons.

Expected Qualities

Breaking the RulesBreaking the RulesYou can find examples of any rubric “rule” being broken

Does not describe the rating of 2 or 3

Designing a rubricDesigning a rubric

4

high

3 2 1

low

0 or NA

criterion

Designing a rubricDesigning a rubricusing using

Using Moodle RubricsUsing Moodle Rubrics

Rubrics can be added to an assignment

or created when making a new

assignment.

When creating a new assignment When creating a new assignment

MoodleRooms VIDEO TUTORIALSCreating a Moodle Rubric from Scratch http://

youtu.be/tdWqHBAH6XAUsing a template

http://youtu.be/wRRy0huMdqE Grading within a rubric

http://youtu.be/ZC_SNqNgFw0

http://www.moodlerooms.com/resources/blog/best-practices-%E2%80%9Chow-to%E2%80%9D-videos-creating-moodle-rubrics

Rubric ResourcesRubric Resources

• RubiStar http://rubistar.4teachers.org o Helps the teacher who wants to use rubrics, but does not have time to

develop them from scratch. Provides template rubrics that can be printed and used for many typical projects and research assignments.

• iRubric http://www.rcampus.com/indexrubric.cfm o Site for free development and sharing of rubrics and a public gallery,

how-to videos and building tools.

• My collection of rubric resourceshttp://web.njit.edu/~ronkowit/teaching/rubrics/

42