Storm rubrics presentation
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Storm rubrics presentation Storm rubrics presentation Presentation Transcript

  • Riana Almolsch Katherine Buhrer Paulette Eloy-Bell Angel Patillo
  • • A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. • Typically features a stated objective, uses some sort of range to rate performance, and contains specific performance criteria which indicate the degree to which the standard has been met. • Rubrics typically create a range of performance from 1-4 with 1 being the lowest score and 4 being the highest score. • Often created by a teacher to guide student performance on a project, essay, paper, etc. • It also provides opportunities for peer evaluation, self review, & reflection.
  • • You are writing the same comments for multiple students. • You are spending a lot of time making comments, especially corrective comments. • You get questions from your students about assignment requirements, even after you’ve. • Handed back the marked assignments. • You have students asking for more detailed justifications of the marks they received. • You have teaching assistants marking assignments. • You require students to submit a first draft of an assignment and you want to give
  • #1: Reflect on what you want your students to do, why you created the assignment, what happened the last time you assigned it, and what expectations you have #2: List the details of the assignment, identify the learning objectives you hope to fulfill, and determine the highest expectations you have for your students’ achievement #3: Establish your criteria based upon the highest levels of achievement you can expect #4: Apply a description of each level of achievement you see possible to a rubric grid based upon criteria, performance, and a clear scoring system
  • Create/Import and Grade
  • • Select your Blackboard course • Under “Control Panel,” click “Course Tools,” click “Rubrics,” then click “Create Rubric” • Name your rubric and give a brief description • Select your “Rubric Type” • Add columns and rows as necessary according to criteria and level of achievement • Use drop-down arrows next to fields names to edit the field title or the delete the column/row • Click “Levels of Achievement” and “Criteria” to choose your order of organization • Assign values in scoring fields • Complete content fields with a description of each level of achievement (Note: you can prepare a Microsoft table or spreadsheet to copy/paste to Blackboard) • Once you click “Submit,” you will see your new rubric listed under the “Rubrics” link • To edit a rubric, use the drop-down arrow next to the rubric title and click “Edit”
  • • Go to a content area in Blackboard, and under the field “Create an Assessment” click “Create an Assignment” • Name and describe the assignment, attaching any necessary files • Under the “Grading” section of this page, bring your cursor to the “Associated Rubrics” • You will have the option to “Select Rubric,” “Create New Rubric,” or “Create From Existing” • To use a rubric you have already created, click “Select Rubric” • Choose rubric you wish to use and click “Submit” • Click “OK” to assign the rubric’s “Maximum Points” as the “Points Possible” • Once a rubric is associated with an assignment, you can change, view, and show rubrics to students • Students can click “View Rubric” in the link for the assignment before they begin
  • • Go to the “Grade Center” under the “Control Panel” and click either “Needs Grading” or “Full Grade Center” • If you click “Needs Grading,” click “Grade All” • If you click “Full Grade Center,” bring your cursor over boxes with green exclamation points, and use the drop-down arrow to select “View Grade Details” and click “Grade Attempt” • Under the “Assignment Details” click “View Rubric” beside the empty “Attempt” grade field • When the rubric appears, you may select the levels of achievement for each criterion by clicking the corresponding box on the grid • You will be given an option to leave “Feedback” in a textbox • Once you have selected a score for each criterion, the rubric will calculate a “Raw Score,” but you have the option to enter a number higher or lower in the actual grade field • Click “Save” to save the grade, and click “Save and Next” to submit the grade for that student and begin grading the next assignment
  • Improve student performance by making expectations clear: • Help define “quality” • Help students identify problems within their own and other student’s work • Provide concrete informative feedback to students
  • Reduced time spent evaluating students: • Provides clearly defined assessment criteria based on a benchmark for success • Keeps grading objective, levels of achievement are the same for everyone • Allows the instructor to focus on key areas of importance, grading time is reduced
  • Rubrics assess the finished product: • Some students may focus on the end product, not the learning process • Students with learning disabilities may need to have a different rubric which includes effort, progress and alternative tasks • In fields such as music or art, it may be difficult to use rubrics that assess creativity and inspiration
  • • Find rubrics online that are similar to your needs and try to adapt them to your purposes • Keep the number of dimensions manageable: • Limit the rubric to one page • Limit the number of dimensions to the 5-8 most important criteria for assessment (Limit the nit- picking!) • Make language clear and similar between columns • Try to limit the use of negative words such as none, never and seldom in the lower levels of achievement • Assign points to categories and make the assignment worth that number of points rather than translating the rubric values into a score
  • • Make the rubric available to students in advance so they clearly understand expectations. • Use terms to evaluate that are descriptive and specific
  • 1. Stevens, D. D. & Levi, Antonia J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus. Retrieved from: and 2. Middleweb. (2013). Rubrics. Retrieved from: 3. Handrade, H. (2013). Understanding rubrics. Retrieved from: 4. Teach-nology. (1999-2010). Rubrics. Retrieved from: http://www.teach- 5. Suthor, M. (2008. Teaching tip: creating and using rubrics. Retrieved from: 6. FITB. (2013). Rubrics. Retrieved from: andrew-miller 7. Meador, D. (2013). Rubrics. Retrieved from: Rteachingvocabulary/g/Rubric.htm 8. Carnergie Mellon. (2013). Grading and performance in rubrics. Retrieved from: 9. Simkis, M. (2013). Designing great rubrics. Retrieved from: 10. Mullinix, B. (2004). Rubrics. Retrieved from: