Developing Rubrics to Encourage Student Self-Assessment & Improve

Learning Outcomes

Sharon L. SilvermanTRPP Associates

silverman@trppassociates.com

Martha E. CasazzaTRPP Associatescasazza@trppassociates.com

Effective Teaching

Competencies

Assessments Learning Activities

What is the Purpose of Assessment?

• Is assessment more important for the instructor or the student? Why?

• When is assessment administered? Why?

• How does assessment align with learning activities?

• How does assessment align with competency?

• Is assessment a process or a tool?

Authentic vs Traditional Assessment

• Traditional --------------------------------------------- Authentic

• Selecting a Response ------------------------------------ Performing a Task

• Contrived --------------------------------------------------------------- Real-life

• Recall/Recognition ------------------------------- Construction/Application

• Teacher-structured ------------------------------------- Student-structured

• Indirect Evidence -------------------------------------------- Direct Evidence

Authentic Assessment Toolbox – Jon Muellerhttp://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Current Assessment Tools

•What tools do you use most often?

•How often do you assess your students?

•What is the students’ role in assessment?

•What do they communicate to your students?

What are Rubrics?

Using Rubrics

Why Use Rubrics?

• They are more descriptive.• They communicate standards in advance.• They provide for consistency across

sections.• They contribute to reliability and

validity.• They enable formative feedback.• They help students understand feedback.

Designing a Rubric

1. Determine its purpose: analytic or holistic?

2. Review competencies and learning objectives.

3. Set your expectations and determine a range of performance levels.

4. Use Bloom’s cognitive levels to set specific, measurable criteria for each level: Be descriptive, not judgmental.

Determining a Scale

Sample ranges:

•Excellent, good, developing•Distinguished, proficient, intermediate, novice•Exemplary, proficient, marginal, unacceptable•1, 2, 3…

Types of Knowledge (Bloom)

Cognitive Process Dimension (Bloom)

Let’s Apply

• Competency: Setting Personal and Academic Goals

• Learning Objective: Construct a set of SMART academic goals

for the next 4 years.

Performance Criteria

•Create•Evaluate•Analyze•Apply•Understand•Remember

Mastery

Developing

Beginning 

 

1c: Construct a set of SMART academic goals for the next 4 years.

Does not know how to define an academic goal.

Explains an academic goal and begins to construct a set of academic goals.

Remembers all the components of a SMART goal but does not understand how to apply them to academic goals.

Understands the components of a SMART goal but does not apply them to academic goals over a period of 4 years.

Constructs a set of SMART academic goals for the next 4 years.

A Rubric According to Bloom

1 2 3 4 5

Let’s Apply

Competency:• Understanding Self as a Learner

Learning Objective:• Keep a journal that describes changes in

approach to learning and submit weekly.

Let’s Complete a Rubric

2c: Keep a journal that describes changes in approach to learning and submit weekly.

Does not describe approaches to learning in weekly journal.

Describes approaches to learning in weekly journal but not how they are changing.

Understands and clearly describes in weekly journal specific changes in approach to learning.

1 2 3 4 5

Presentation Rubric

1. Technical Explanation (10 points) ____________• Effectively explains new information to audience• Demonstrates understanding of how topic is important for audience• Is able to understand, interpret, and apply learned materials and concepts• Uses references properly

2. Oral Presentation (20 points) ___________a. Preparation (5)

• Speaks comfortably without notecards• Uses proper American English• Uses visual aids effectively• Makes smooth presentation

b. Effectiveness of presentation (5)• Presents well “mechanically” (does not block screen, doesn’t exhibit nervous behaviors, etc.)• Makes eye contact• Can be heard easily• Finishes on time• Explains slides effectively

Presentation Rubric (cont.)c. Organization (5)

• Plans and delivers an oral presentation effectively; applies the principle of

“(tell them)3”— is well organized• Introduction is oriented to help audience understand the general topic• Goals of talk are explained clearly• Flow of thought: Items presented in logical order• Summary and Conclusions: summarized main points

d. Group Cooperation (5)• Material divided among group members appropriately• Smooth transitions between group member’s [sic] presentations

3. Professionalism (5 points) __________• Professional appearance• Professional language• Professional attitude

Team Number: ______ TOTAL POINTS______________Assessed by:____________________COMMENTS:

Holistic RubricThe Scoring Rubric for the Department of Political Science

‘A’: The A-range essay implies a strong argument and provides convincing specificsupport from the various readings. The writer demonstrates mature command oflanguage through a variety of sentence structures, word choices, quotes or paraphrases from the readings (consistently cited correctly). Control of usage and mechanics, despite occasional flaws, contributes to the writer’s ability to communicate the purpose of the paper. The writer thoroughly understands the concepts/theories involved and through the essay can convince others of their viewpoints or help make the reader aware of something completely new or original. These essays are occasionally kept and shared with other students. These are powerful due to organization and creativity.

‘B’: The B-range essay shows effort and promise for the writer. It presents a thesis(argument) and often suggests a plan of development that is carried out effectively.Mastery of the readings/theories may not be fully indicated with the use of quotes orparaphrases, but the writer provides enough supporting details, makes competent use of language, and sometimes varies sentence structure. Occasional errors in usage and mechanics do not interfere with the writer’s ability to communicate the purpose of the paper.

Holistic Rubric (cont.)‘C’: The C-range essay presents a thesis (argument) and often suggests a plan ofdevelopment, which is generally carried out. The writer may or may not have completed all of the required readings and utilizes generalizations or list for support. Command of the theories under consideration is weak or shaky. Sentence structure tends to be repetitious, and errors in usage and mechanics sometimes interfere with the writer’s ability to communicate the purpose of the paper.

‘D’: The D-range may present a thesis (argument); however, the plan of development is usually not carried out. This indicates the writer may have spent little time with thereadings or thinking about the concepts involved. The writer provides support that tends to be sketchy and/or illogical. Sentence structure is simplistic, repetitious andoccasionally awkward. Language is often inappropriate in tone, or style. Errors in usage and mechanics are frequent.

‘F’: The paper presents a thesis that is vaguely worded, weakly asserted or there is no central argument present. Support, if any, tends to be rambling and superficial. Sentence structure is difficult to follow and errors in usage and mechanics interfere with the writer’s ability to communicate the purpose of the paper.

How will you use Rubrics?

Resources

More than 50 Sample Rubricshttp://assessment.udel.edu/resources/rubrics.html

Using Rubrics to Promote Thinking and Learning(includes sample rubric for a persuasive essay)

http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx

Digital Portfolio Rubric (sample)https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html

Martha E. CasazzaTRPP Associatescasazza@trppassociates.com

Sharon L. SilvermanTRPP Associates

silverman@trppassociates.com