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Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
Building Rubrics: The Easy Steps Way
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Building Rubrics: The Easy Steps Way

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A step-by-step guide to creating rubrics, this presentation goes through the basics in creating a rubric for an assignment on plagiarism.

A step-by-step guide to creating rubrics, this presentation goes through the basics in creating a rubric for an assignment on plagiarism.

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  • 1. Building RubricsThe Easy Steps Way™<br />Susan Lieberman<br />The Business School<br />2011<br />This work is licensed under a Creative Commons Attribution-NonCommercial 2.5 Canada License.<br />
  • 2. Session Format<br />Explain what a rubric is &amp; why it is useful<br />Describe how to create a rubric<br />Design a rubric for a short assignment on Plagiarism<br />Follow-up: Please feel free to email me any rubrics for feed-back (susan.lieberman@humber.ca )<br />Building Rubrics<br />2<br />
  • 3. Mort’s Challenge<br />Mort created an assignment on Plagiarism<br />He heard about rubrics and wants to create a rubric for this assignment<br />Building Rubrics<br />3<br />
  • 4. Plagiarism Assignment<br />Building Rubrics<br />4<br />BBC News Europe<br />German Defence Minister Guttenberg resigns over thesis<br />
  • 5. Question : What is a Rubric?<br /> “A rubric is a scoring tool that lays out specific expectations for an assignment” (Stevens &amp; Levi, p3)<br />Building Rubrics<br />5<br />Let’s look at an example ...<br />
  • 6. Building Rubrics<br />6<br />RUBRIC<br />
  • 7. Question : Why use rubrics?<br />Rubrics<br /><ul><li>Save grading time
  • 8. Convey effective feedback
  • 9. Promote student learning
  • 10. Reduce hassles by minimizing marking complaints
  • 11. Result in better assignments
  • 12. Provide more perceived objectivity
  • 13. Give transparency and consistency in marking
  • 14. Reveal standards of discipline
  • 15. Share benchmark qualities</li></ul>Building Rubrics<br />7<br />
  • 16. Question: How are rubrics made?<br />Rubric consists of<br />Columns<br />Standards, proficiency<br />Rows<br />Objectives, criteria<br />Cell descriptions<br />Measurement, differentiation<br />(May add optional “Needs Improvement Checklist”)<br />Building Rubrics<br />8<br />
  • 17. Columns (Standards)<br />Determine number of proficiency levels<br />Generally, three or four levels work well<br />Highest level (Excellent/ Exceeds expectation/ Expert/ Professional)<br />Next level (Good/ Meets expectation/ Proficient/ Adequate)<br />Lower level (Satisfactory/ Needs some improvement/ Developing/ Needs works)<br />Lowest level (Weak/ Needs much improvement/ Novice/ You’re fired!)<br />Recognize that in rubrics: 4 = 3, 3 = 2, but 4 ≠ 2 <br />Total of “meets expectation” grades should approximate average mark <br />Building Rubrics<br />9<br />
  • 18. Let’s help Mort …<br /> Label the columns for Mort’s rubric, using a scale of 0, 1, 2, 3<br />Building Rubrics<br />10<br />
  • 19. Rows (Objectives/Criteria) <br />Learning objective ↔ assessment criterion<br />Eg Assignment objective requires student to analyze practical situation &amp; provide relevant solution<br />Rubric Criterion (row heading) -&gt; “Analysis &amp; resolution of practical situation” (can be &gt; 1 row)<br />Eg Rubric criterion assesses correct grammar, spelling, organization …<br />Assignment objective -&gt; Student will prepare a written summary demonstrating good grammar, spelling and organization<br />NOTE: May have to revise objectives!<br />Building Rubrics<br />11<br />
  • 20. Plagiarism Assignment Objectives<br />Distil information from a well-selected newspaper article<br />Engage in research<br />Demonstrate understanding and avoidance of plagiarism<br />Demonstrate correct &amp; neat use of citations, grammar, spelling, words &amp; sentence structure<br />Relate abstract concept to practical situation <br />Follow instructions<br />Building Rubrics<br />12<br />
  • 21. Help Mort set up rows<br />A few hints…<br />Not every row has to be worth the same amount (eg in sample rubric, some are out of 3 marks and others only 2 marks) <br />Set up the rows &amp; then see if any can be combined or split<br />Remember the one-to-one correspondence test!<br />Consider whether overall weighting is reasonable<br />Building Rubrics<br />13<br />
  • 22. Rubric Resources<br />RubiStar: (http://rubistar.4teachers.org ) <br />Helps the teacher who wants to use rubrics, but does not have time to develop them from scratch<br />Provides template rubrics that can “… be printed and used for many typical projects and research assignments.”<br />Research &amp; Writing, Research Report <br />iRubric (http://www.rcampus.com/indexrubric.cfm )<br />Site for free development and sharing of rubrics<br />Public gallery, how-to videos and building tools<br />Let’s search for the sample rubric called “Going to Court”<br />Building Rubrics<br />14<br />
  • 23. Cells (Measurement)<br />Select measurement tool for each criteria <br />Quality(How well was the task done?)<br />Eg How well did student apply theory to facts?<br />Quantity (How many of the tasks were done?)<br />Eg Were all the instructions followed?<br />Frequency(How often was the task done?)<br />Eg How frequently were grammatical/spelling errors made?<br />*Consequence (What is effect of the work done?)<br />Eg Did the presentation hold the attention of the class?<br />Building Rubrics<br />15<br />
  • 24. Help Mort complete the cells<br />Add descriptions to each cell, differentiating the different degrees of accomplishment <br />Hint: put into words how you’ve already been assessing previous assignments<br />At the same time, add categories to the “Needs Improvement” chart<br />Building Rubrics<br />16<br />
  • 25. … One Suggestion<br />Building Rubrics<br />17<br />
  • 26. Other resources<br />Squidoo (www.squidoo.com/TeachCollege2 )<br />Slideshare (www.slideshare.net/TeachCollege/rubrics-for-college-the-easy-steps-way )<br />Merlot (www.merlot.org )<br />M.E. Huba &amp; J.E. Freed, Learner-centered assessment on college campuses: Shifting the focus from teaching to learning, 2000 (Allyn and Bacon)<br /> D.D. Stevens &amp; A.J. Levi, Introduction to Rubrics, 2005 (Stylus)<br />Building Rubrics<br />18<br />
  • 27. Your “Final” Rubric – huh!!!!<br />There is no “final” rubric!<br />We review and revise, and review and revise, and ...<br />Also, a suggestion for using the rubric: mark the first 10 or more assignments in pencil because even your interpretation may change – then go back and re-mark<br />Building Rubrics<br />19<br />
  • 28. Happy Mort<br />You’ve helped Mort create a rubric for the Plagiarism Assignment<br />He’s now ready to tackle lots more rubrics!<br />He, and I, say “Thank you” <br />Building Rubrics<br />20<br />

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