#D2LIgnite 2013 Illinois - Creating & Grading Custom Rubrics - Rhonda Gregory


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Desire2Learn Ignite Illinois presentation by Rhonda Gregory of Greenville College - Oct. 4, 2013

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  • Before we get to the hands-on part of this workshop, I want to share some basic information about rubrics with you from one of my favorite D2L senior trainers, Marsha Conley. Marsha presented some of this material at Fusion and has graciously allowed me to reuse some of her slides for today’s training.
  • Can’t change a rubric’s type when you make a copy!
  • (Note:Holistic rubrics may use a percentages or text only scoring method)
  • Points and custom points analytic rubrics may use both text and points to assess performance; with custom points, each criterion may be worth a different amount of points. For both points and custom points an overall score is provided based on the total number of points achieved. The overall score determines whether the activity is achieved.
  • Source rubric for example: http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf
  • When you are grading with an analytics-pointed rubric, you can enter a “custom” score, like 2.5 for satisfactory. But every criteria is worth the same amount of weight towards the overall score.
  • By weighting one or more criterion differently, you place more (or less) value on that item than others. When you are grading with an analytics-custom points rubric, you can still enter a “custom” score within the ranges you’ve defined. This is the type of hands-on rubric we are going to practice making today!
  • Use the Example Graduate Level Online Discussion Rubric to adjust points per criteria & level as a model. Save changes. Publish. Attach to
  • #D2LIgnite 2013 Illinois - Creating & Grading Custom Rubrics - Rhonda Gregory

    1. 1. Creating & Grading Custom Rubrics
    2. 2. About the Presenter Director of Instructional Technology • 2 years as LMS Administrator • Responsible for training & support of 200+ full & part time faculty • Oversee support & orientation for 1600+ traditional undergrad, grad, and adult degree- completion students Online Instructor • 3 years of graduate & undergraduate teaching experience in technology, education, and literature • Teach 5-7 courses per year • MA in Teaching, Greenville College • BS in Business Administration, DeVry
    3. 3. Using Rubrics in Desire2Learn • Can be used just for grading alone or • Can be used as part of a Competency structure – to determine if Learning Objectives are achieved • Enable you to evaluate: – assignments, activities or – grade items – based on a predefined set of criteria
    4. 4. Advantages of Rubrics • Expectations clear to students ahead of time  Natural way to define what quality means • Quick and easy way for instructors to provide feedback • Consistency of evaluation  by same grader or by multiple graders • Lets students know exactly how to improve the quality of their work
    5. 5. Best Practices Using Rubrics Students should be able to see the rubric BEFORE and AFTER submitting their work. • Before grading, Dropbox and Discussion currently show rubric. • After grading, rubrics will show in the following:  Dropbox  Grade Item  User Progress  Quiz
    6. 6. Create Rubrics at course level or higher • If shared down to a course, can’t edit • Can copy and then modify the copy • Access existing rubrics from navbar, Edit Course, or from any assessment tool
    7. 7. Rubric Status • Rubric Status affects whether you can see and attach it to assessments • Be sure to change the Rubric Status to Published once it is complete.
    8. 8. Two Types of Rubrics in D2L Analytic and Holistic • Holistic • Single criteria • Multiple elements means feedback is less clear • Analytic • Multiple criteria • Easier for students to know how to improve
    9. 9. Holistic vs. Analytic (Multidimensional)
    10. 10. Scoring Options in Analytic Rubrics • Text only – does not associate any numerical value to your scoring levels. • Points – each criterion is worth equal point values (can’t be customized) • Custom Points – each criterion may be worth a different amount of points
    11. 11. Text only Levels & Overall Score are purely descriptive
    12. 12. Points Criteria are all equally “weighted” by Points at the top level Overall Score levels can be adjusted
    13. 13. Custom Points Criteria have different “weights” by Points Overall Score levels can be adjusted still
    14. 14. Hands-On Activities • View List of Shared Rubrics • Copy and Edit an Existing Custom Points Rubric • Publish a Rubric • Attach a Rubric to a Discussion Topic and a Dropbox • Practice Grading
    15. 15. Using Rubrics for Discussion Grading • Discussion activities can be evaluated using a rubric. • You can evaluate: – user participation in group conversations, – reflections on course content, or – peer editing, critiques or mentoring. • Improvements for Students in newest version – Students will see Rubric at top of Discussion Topic – Students will see Graded Rubric in User Progress & Grades
    16. 16. Student Discussion Grade View Rubric is visible in the topic BEFORE posting Rubric is visible in Grades AFTER assessed as “Assessment Details”
    17. 17. Instructor Discussion Grading View • Improvements for Instructors in newest version – Instructor can see all of each student’s postings on the same screen as the rubric while grading • Must still manually transfer the score since it doesn’t transfer automatically from the rubric.
    18. 18. Dropbox Rubric Actions After Grading • Rubric Score will transfer to Dropbox Score area • If value of assignment is greater than value of the rubric, score will be automatically adjusted proportionally – If student had 80% on rubric, they will have equivalent 80% points on dropbox score. • In this way, instructors can re-use the same rubric on many assignments even if the value of the dropbox assignments differ. • Keep rubric value low so scores always adjust UP, not down
    19. 19. Thanks for coming! Suggestions or other ideas? Tips you use in your own classes? Feedback on the ideas presented? Rhonda Gregory Director of Instructional Technology rhonda.gregory@greenville.edu