Rubrics for College - The Easy Steps Way


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Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!

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Rubrics for College - The Easy Steps Way

  1. 1. Rubrics for College The Easy Steps Way™<br />Susan Lieberman<br />
  2. 2. Program<br />Let’s go to the Opera!<br />Objectives of rubrics<br />Preparation of assignments<br />Elements of rubrics<br />Resources<br />Application – Draft a rubric<br />Rubrics for College<br />2<br />
  3. 3. But first “What is a rubric???”<br />Rubric derives from ruber,the Latin word for red<br />In medieval times, legal instructions were written in red and rubric meant something that authoritatively instructed people (Wiggins, p154)<br />“A rubric is a scoring tool that lays out specific expectations for an assignment” (Stevens & Levi, p3)<br />Rubrics for College<br />3<br />
  4. 4. Rubrics for College<br />4<br />RUBRIC<br />
  5. 5. Types of rubric<br />Choose from many types <br />This presentation focuses on one type of rubric<br />Easy to mark<br />More objective<br />Based on a grid system<br />Criteria along one axis<br />Numerical scores along other axis<br />Rubrics for College<br />5<br />
  6. 6. Farah’s Teaching Challenge<br />Farah was part-time faculty teaching two different courses that seemed to change each semester<br />Other teachers would say to her, “Farah, use a rubric. It will make your life easier.” <br />But when would she ever find the time to create the rubric? <br />Rubrics for College<br />6<br />
  7. 7. Farah’s Challenge 2<br />Students asked “Miss, where’s the rubric?” & were upset when there was no rubric<br />And because no rubric, Farah had to spend extra time explaining the assignment to students<br />And Farah had to spend extra time marking the assignments <br />And, after handing out the marked assignments, Farah had to spend extra time justifying her assessments.<br />Rubrics for College<br />7<br />
  8. 8. Farah’s Challenge 3<br />Farah works hard preparing her courses & wants to explore more online resources, but time is always chasing her<br />She wishes that she could tap into useful resources more quickly – both using and sharing resources<br />She needs an “all-in-one” rubric resource<br />Finally, a colleague told her to visit a lens at Squidoo solely devoted to Rubrics for College<br /> She said to herself, “This is it! I will visit this lens do something for ME finally!”<br />Rubrics for College<br />8<br />
  9. 9. Objectives – What does Farah want to achieve through use of rubrics?<br />Save grading time<br />Convey effective feedback<br />Promote student learning<br />And….<br />Reduce hassles!!!!!<br />Minimize marking complaints<br />Prepare better assignments<br />Provide more perceived objectivity<br />Give transparency and consistency in marking<br />Rubrics for College<br />9<br />OPERA<br />
  10. 10. You need a good rubric!<br />But first, you need a good assignment!<br />The next slides examine the design of a good assignment<br />Rubrics for College<br />10<br />
  11. 11. Sample Assignment<br />Farah turns to her students and says “Oh, your final assignment is due in 2 weeks. Write an essay on “The Life of a Bat” and prepare a 10 minute presentation”<br />Rubrics for College<br />11<br />
  12. 12. What do you think of this assignment?<br />Rubrics for College<br />12<br />
  13. 13. Prepare an adequate assignment<br />Written<br />Detailed<br />Relevant<br />Content-driven<br /> (to be explained …)<br />Rubrics for College<br />13<br />OPERA<br />
  14. 14. Written & Detailed<br />Why?<br />Rubrics for College<br />14<br />2 marks off for presentation? At least 12 font Times New Roman & 1 inch borders – like, how would I know that?!<br />I’m sure I told them all the requirements – I think?!<br />
  15. 15. Relevant<br />Rubrics for College<br />15<br />This is a n anthropology class –just what am I supposed to say about the life cycle of a bat?<br />
  16. 16. Content of an assignment<br />C ontext<br />O bjectives<br />N umbers<br />T imelines<br />E xpectations<br />N orms<br />T opography<br />Rubrics for College<br />16<br />
  17. 17. Context<br />How does assignment fit into Course?<br />Course name <br />Anthropology 100<br />Assignment title<br />The Lifecycle of a Bat<br />Summary<br />This assignment will demonstrate your understanding of … <br />Rubrics for College<br />17<br />
  18. 18. Objectives of assignment<br />Why do this assignment?<br />Define assignment objectives<br />Refer to course outline objectives<br />Knowledge, Skills, Attitude<br />“Rule”<br />Whatever is shown as assignment objective must have some grade assigned <br />Whatever has a grade assigned must be listed as an objective<br />Rubrics for College<br />18<br />
  19. 19. Numbers<br />How many marks is assignment worth?<br />How much of final course mark is represented by this assignment?<br />How much is each objective worth?<br />If a student “meets expectations”, how much is this worth?<br />What are mark penalties for non-compliance?<br />Rubrics for College<br />19<br />
  20. 20. Timelines<br />When is assignment due?<br />Late penalties?<br />Last date to hand in?<br />Progress report dates?<br />Rubrics for College<br />20<br />
  21. 21. Expectations<br />Identify & articulate instructions<br />Content expectations – eg …<br />Perform & record an experiment <br />Select and analyze an article<br />Prepare a grant proposal <br />Write a one-act play<br />Process expectations – eg …<br />Group and/or individual?<br />Use of resources<br />Presentation standards<br />Progress reports?<br />Rubrics for College<br />21<br />
  22. 22. Norms<br /><ul><li>Convey level of expectation
  23. 23. What is the average targeted mark?
  24. 24. 65%, 70%, 75% …
  25. 25. Use this mark for the “meets expectation” level of the assessment</li></ul>Rubrics for College<br />22<br />
  26. 26. Topography<br />Assignment should map out the instructions and expectations in a logical & descriptive way<br />Rubrics for College<br />23<br />
  27. 27. Assignments<br />Assignments<br />Written, detailed, relevant<br />CONTENT – driven<br />“A successful rubric begins with a well-drafted assignment”<br />Rubrics for College<br />24<br />
  28. 28. Elements of a Rubric<br />E lements of a Rubric<br />Rows<br />Columns<br />Cell descriptions<br />What do each represent?<br />Rubrics for College<br />25<br />OPERA<br />
  29. 29. Elements of a Rubric The “Awesome” OSM Approach<br />O bjectives<br />Row headings <br />Criteria<br />S tandards<br />Column headings<br />Levels of achievement<br />M easurement<br />Cell descriptions<br />Achievement differentiation<br />Grade assignment<br />Rubrics for College<br />26<br />
  30. 30. Objectives/Criteria (Rows)<br />Recall assignment objectives <br />Connect each to an assessment criterion <br />Specific, measurable and action-oriented<br />Learning objective  assessment criterion<br />Eg Assignment objective requires student to analyze practical situation<br />Rubric Criterion (row heading) - “Application of theory to facts”<br />Eg Rubric criterion assesses correct grammar, spelling, organization …<br />Assignment objective – Student will prepare a written summary demonstrating good grammar, spelling and organization<br />Rubrics for College<br />27<br />
  31. 31. Standards (Columns)<br />Determine number of proficiency levels<br />Total of all “meets expectation” grades should produce approximate average mark <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 />Rubrics for College<br />28<br />
  32. 32. Measurement (Cells)<br />Select measurement tool for each criteria <br />Decide how to measure proficiency for that criteria <br />Quality(How well was the task done?)<br />Eg Did the student connect the theory to the 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 />Rubrics for College<br />29<br />
  33. 33. “Extra”<br />Farah likes to provide her students with lots of comments pointing out to them where additional work is needed<br />A chart summarizing common weaknesses will be useful – she can mark off which points are applicable<br />Example appears on Slide 4<br />Rubrics for College<br />30<br />
  34. 34. Special SituationGroup Rubrics<br />Concerns?<br />Is each member contributing?<br />Free-loaders?<br />How to apportion marks?<br />Reliable feed-back about group dynamic?<br />Has there been intimidation?<br />Has each member tackled all aspects?<br />Rubrics for College<br />31<br />
  35. 35. Groups - Suggestions<br />Members assign group roles at outset and monitor<br />Members each submit rough work<br />Peer assessments<br />Compulsory or voluntary<br />Submit process description (who did what %)<br />Organization, research, writing, presentation …<br />Progress report(s)<br />Written submissions describing group problems within a tight timeframe <br />Rubrics for College<br />32<br />
  36. 36. Resources about … <br />Farah asks where she can find useful resources about<br />Typesof rubrics<br />Methods to create rubrics<br />Theory of rubrics<br />Samples<br />Rubrics for College<br />33<br />OPERA<br />
  37. 37. Creating & Sharing Rubric Resources<br />Squidoo Lens ( )<br />“Reduce Hassles, Teach Smarter – Rubrics for College” <br />Delicious bookmarks ( )<br />Tagged bookmarks which relate to rubrics<br />RubiStar: ( ) <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 />iRubric ( )<br />Site for free development and sharing of rubrics<br />Public gallery, how-to videos and building tools<br />Rubrics for College<br />34<br />
  38. 38. Rubric Template<br />Rubrics for College<br />35<br /><ul><li>OK to reduce/increase/ rename standards
  39. 39. OK to reduce/add more criteria</li></li></ul><li>And, one more word …<br /> “Hello Susan, <br /> I attended your session last Wednesday evening. Was it timely! I had just picked up [a major (10-20 page) assignment] to mark from my class. The first thing I did was prepare a rubric. It made the whole process manageable, fair and consistent, and will provide the necessary feedback to the students. I believe that the use of rubrics should be mandatory not optional...”<br />Rubrics for College<br />36<br />
  40. 40. Wrap-up<br />Follow The Easy Steps Way™ to create rubrics for college and better understand<br />Objectives of rubrics<br />Preparation of assignments<br />Elements of rubrics<br />Resources<br />Application – Draft a rubric<br />Rubrics for College<br />37<br />Enjoy!<br />
  41. 41. About the author …<br />“TeachCollege” (Susan Lieberman) teaches at Humber Institute of Technology & Advanced Learning, Toronto, Canada<br />As a lawyer and a chartered accountant, I mainly teach business students Introduction to Business Law<br />My passion is &apos;Teaching through Multi-media Storytelling&apos; - stay tuned as soon I&apos;ll present slides on that topic<br />I enjoy working with other faculty and helping them to develop their teaching skills<br />Keep checking for slides on various college teaching topics such as classroom management and lesson plans<br />I thank my dear family, friends and colleagues for their support<br />Rubrics for College<br />38<br />
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