Debra Dunlap Runshe Best Practices In College Teaching: Designing Effective Rubrics
Transcript
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Debra Dunlap Runshe Best Practices In College Teaching:
Designing Effective Rubrics
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Have you ever had a student look at you like this?
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Have you ever felt like this?
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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)
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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
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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?
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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).
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Parts of a Rubric Task description A scale Dimensions of the
assignment Descriptions of performance level (Stevens & Levi,
2005)
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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
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Constructing a Rubric A rubric is a protocol for grading based
on: critical components scoring scale So, what is worth grading on
(the components)?
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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
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Constructing a Rubric Four Important Steps 1. Reflection 2.
Listing of Objectives 3. Grouping and Labeling 4. Application of
Scales (Stevens & Levi, 2005)
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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?
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Step 3: Grouping and Labeling Dimensions of an Academic
Research Proposal Research Question Literature Review Methodology
Limitations and Significances Transitions Grammar and Style
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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
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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
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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.
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Step 1: Reflection
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Step 2: Listing of Objectives
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Step 3: Grouping and Labeling
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Step 4: Application of Scales
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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)
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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
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Other Considerations Research other rubrics Peer evaluation
Revise, revise, revise
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eTools for Rubric Construction RubiStar:
http://rubistar.4teachers.org iRubric:
http://www.rcampus.com/indexrubric.cfm
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AAC& Us VALUE Project (Retrieved from
www.aacu.org/value/metarubrics.cfm August 22,
2011)www.aacu.org/value/metarubrics.cfm
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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
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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.
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Why use rubrics? So students look like this
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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: [email protected]@iupui.edu
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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
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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.
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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
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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 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.
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Rubric Title (highlight and replace with your title)
(Description of task or performance - highlight and replace with
your description.) Score