Blackboard Rubrics: The Good the Bad and the Ugly
 

Blackboard Rubrics: The Good the Bad and the Ugly

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  • Where as a lot of student feel that rubrics help with their learning by setting out goals, tutors perspectives of using rubrics tend to lean towards the grading advantages... they serve a good purpose of marking, enabling them to mark consistently and with more objective focus. Andrade reported that in areas where resistance/hesitation to rubrics existed resulted from a lack of understanding of the learning and teaching benefits of a rubric. It was felt that tutors would be more receptive if they understood how rubrics can enhance learning and teaching.
  • Teaching model adapted slightly from Introduction to Rubrics by Stevens and Levi. Northampton CAIEROS- module development process- teaching teams start from scratch - learning and teaching specialist - learning technologist - librarian - student- support and align assessment with learning outcomes, activities- use a rubric to layout criteria, aligned with LOs* appropriate/understandable languageA few studies that I've read promote the design of rubrics for assessment with the students. Positing that students are more likely to use one if they played a part in designing it than when it see it only as a way for the tutor generate grades. > takes us back to "emphasising the use of rubrics to students"... Jessica Poettecker student union - Develop Partnerships students. Involved them in the development of their learning... Including them in the developments of rubrics can allow for thisI would like to look into the use of a rubric for the module development process for programme/module design and evaluating programmesAt Northampton we use a module development process where teaching teams start from scratch to develop a module. Throughout this process the teaching team, together with a learning and teaching specialist, learning technologist, student and librarian set out learning outcomes, activities etc to support and align assessment with outcomes. Using a rubric to lay out the criteria for the assessments - aligned with learning outcomes - makes everything really simple as long appropriate/understandable language is used in the marking criteria.
  • Learning:Theme throughout all types of learning is similar – the teaching model is used where refinements are made throughout the overall end to end process learning is improved.TailoredTransparent goalsReducing uncertainty by identifying critical issues in an assignmentEvaluating their own performance in order to get immediate feedbackFocus efforts for subsequent assignments"Instructional illuminators" Popham, 1997Learner:Surface learner – bare minimumStrategic – do what is expected to get best grade they canDeep thinker – everything plus more
  • The definitions defined in the marking criteria provide detailed explanations of what a student must do to demonstrate a skill, proficiency, or criterion in order to attain a particular level of achievement. Excellent, very good, good satisfactory etc...Scoring, or marking, work based on these definitions makes the students job of interpreting the tutors judgment more easy to understand the targets for their learningWhen marking in teams consistency needs to be monitored. In the Tii case study on marker was marking much more harshly than the others which, because of problems with moderation (later), wasn't picked up until after grades were released.
  • Practicalities of using the report within the workflow…Outcomes system… ?
  • It works, but mostly it feels more like a workaround or something that is an after thought that hasn’t quite been integrated properlyNext slide... Demo...
  • Go into Adel-apr-13... 2 browsers?Demo Kaltura, Turnitin, journal, presentation.
  • Marking by more than one tutor – Bb - use smart viewsTii – Turnitin groups ExportingBb – No, reporting issueTii – GradeMark paper download includes rubricUse either Blackboard or Turnitin rubrics for:Individual assignmentsSetting an indefinite number of criteria and score rangesSetting marks by points or percentage or no marks (feedback only)Specifying feedback for each possible score/criterion in advanceAutomatically adding up marksManually overriding marks if requiredRe-use with future assessmentsExporting and importing rubrics (to allow sharing with others)*LimitationsBlackboard rubrics cannot be printed by academics once completed – for example – for moderation purposes.   (A change request has been submitted to Blackboard for this but this will not be available until at least 2013.)If adding comments to a Blackboard rubric, remember to save your work often – it does not auto-save so will otherwise be lost in the event of a time-out or computer crash.

Blackboard Rubrics: The Good the Bad and the Ugly Blackboard Rubrics: The Good the Bad and the Ugly Presentation Transcript

  • Blackboard Rubrics:The good, the bad, and the uglyAdel Gordon & Pepijn KalisUniversity of Northampton | Blackboard10th April 2013
  • 2Introductions• Adel Gordon @adelgordon– University of Northampton– Learning Technologist– Been at Northampton for 13 years, an LT for 6• Pepijn Kalis pepijn.kalis@blackboard.com– Blackboard EMEA– Sr. Specialist– Working for Blackboard for 5 years
  • 3Rubrics• What are rubrics?– Scoring guide– Authentic assessment tool– Working guide for students
  • 4Let’s do some tasting assessing
  • 5Chocolate Chip Cookies4Delicious3Good2O.K.1PoorNumber of Chips Chocolate chip in everybiteChips in about 75% ofbitesChocolate in 50% ofbitesToo few or too manychipsTexture Chewy Chewy in middle, crispon edgesTexture eithercrispy/crunchy or 50%uncookedTexture resembles adog biscuitColor Golden brown Either light fromovercooking or light frombeing 25% rawEither dark brownfrom overcooking orlight fromundercookingBurnedTaste Home-baked taste Quality store-boughttasteTasteless Store-bought flavor,preservativeaftertaste – stale,hard, chalkyRichness Rich, creamy, high-fatflavorMedium fat contents Low-fat contents Nonfat contents
  • 6Let’s see the cookie rubric in Blackboard• Demo
  • 7The good,…• Rubrics for teaching• Rubrics for learning• In practice
  • 8Rubrics for teaching• Clarify learning goals from the offset• Design materials and activities that address those goals• Communicate those goals to students• Guide feedback on students’ progress• Assess products to degree to which the goals are metAndrade, 2005• Enable timely grade allocation whilst justifying them at thesame time• Feedback > Feed Forward …
  • 9… teachingPLANTEACHASSESSREFLECTRubric design based onlearning outcomesScore student workusing rubricLook forpatternsIdentify commonareas of strengths andweaknessesMake adjustments toteaching based onreflectionsAdapted from Stevens & Levi, 2013Emphasise theuse of rubrics
  • 10Rubrics for learning• Learning– Face to face– Online– Experiential• Learner– Surface– Strategic– Deep thinker
  • 11In practiceRubrics set outexpectations to aid thestudent to understandwhat they’re beinggraded againstDevelops/drives alevel ofprofessionalism andenables me to providemore timely feedbackRubrics let studentsknow how their gradewas calculated andwhere they couldimprove their workModeration can takeplace immediately andfeedback is ready tobe released speedilyRubrics give themarker confidencethat you can beenmore objective thensubjectiveMakes calculating theoverall grade easierwhen using amultifaceted approachto assessment criteria
  • 12Overview of workflow for assessmentprocessExternalmoderationRecordgrade inSISProvisionalgrade &feedback tostudentsInternalmoderationFirstmarkingStudentSubmission
  • 13… the bad,• Reporting– An actual reportHowever, this report works when working to identify patterns ofstrengths and weaknesses in achievement of assessment criteriaacross a set of students.
  • 14.. and the ugly• Intuitiveness– Importing/exporting– Saving• Usability– Saving– Integration
  • 15In practiceLet’s have a look: http://nile.northampton.ac.uk
  • 16Blackboard vs TurnitinFeature Blackboard rubric Turnitin rubricGroup submissionsTutors can addpersonalised feedback toall/any of the markingcriteriaMultiple markersExport marked work withrubric summaryUniversity of Manchester
  • 17ReferencesAndrade (2005), Teaching with Rubrics: The Good, the Bad, and the Ugly. College Teaching, [online] Availableat: http://www.uri.edu/assessment/uri/guidance/documents/Andrade_2005_Teachingwithrubrics.pdfStevens, D. D. and Levi, A. J., 2013. Introduction to Rubrics. Virginia: Stylus PublishingUniversity of Manchester, Rubrics – What are they? Why and how should I use them? [online] Available from:http://www.elearning.eps.manchester.ac.uk/rubrics-what-are-they-and-why-and-how-should-i-use-them/Utah Education Network – Original Chocolate Chip Cookies. [online] Available at:http://www.uen.org/Rubric/rubric.cgi?rubric_id=2730
  • 18Contact• Adel Gordon– University of Northampton– Adel.Gordon@northampton.ac.uk– http://blogs.northampton.ac.uk/learntech• Pepijn Kalis– Blackboard– Pepijn.Kalis@blackboard.com