Checklists do not reflect developmental—indicates only presence or lack of a trait
This is the other extreme of too many task-specific rubrics. A project rubric should not be used to assess everything from a digital montage to a PowerPoint presentation on market economics. Yet, there are excellent resources available for you to adapt. Evaluate the resources available on the Web—don’t just use one because it is “free” and don’t think because it’s in a textbook that it is good! Find the middle ground—a template that you can adjust and tweak according to the specifications of a given task.
This includes educational jargon! Avoid sole adjective descriptors such as “inadequate” and avoid adjectives of “averageness”—below, above. The lowest score should describe what a novice, not “bad” performance looks like. Wordiness—often happens when groups devise—includes a little something for everyone
Not so much an issue of diction as describing the concrete behaviors and evidence of critical thinking Creativity= uses ideas from others (Developing), modifies ideas implemented by others (Basic), composition is self-generated (Proficient), composition is unique and imaginative(Advanced)--Myra
Actual traits that constitute good or poor persuasion, problem-solving. Be careful not to bury criteria—here is where some people find that their rubrics do not match their expectations—be sure that the descriptor is not a criterion and vice versa
4 or 6 recommended Even recommended for delineating proficiency---Unless you want an equivocal position. Even number requires a decision between almost there and “barebones.” No implied levels.
You may also want students to self-assess and even use highlighters to document their claims.
In their hands at beginning. Use as revision tool. Give a quiz (Veronika!) Add self-assess column and defense piece or use as revision activity—highlight where it is
Have students list criteria for “What Counts.” Prompt them to think about any criteria they have missed and add them yourself. After class, combine criteria—create categories, making sure not to bury criteria that you want to emphasize.
4th Annual Conference No Educator Left Behind: Equipping Adjunct Faculty with Knowledge and Skills Rubric’s Cube: Complimenting, Critiquing, and Challenging Student Work
(LC Jacobs, CI Chase, 1992. Developing and using tests effectively . Jossey-Bass: San Francisco) Student-Constructed Responses
Methods of Grading Student-Constructed Responses ( Blackinton, 2008) -Takes time to construct, may need to modify after 1 st run Explicit expectations, better feedback, greater inter-rater reliability, links to performance Grading Rubric : criterion referenced, describe performance expectations & weighting -Usually lacks descriptions -Lists + traits or behaviors, no negative Assignment directions match checklist, not difficult to prepare Checklist : list of criteria to include (introduction, research question…) -Potential for bias -Less opportunity for learning, vague Little work up front, recognizes faculty as ‘expert’, flexible Norm Referenced : categorize work into A, B, C, D Disadvantage Advantage Method
Method of “articulating expectations for an assignment by listing the criteria, or what counts, & describing levels of quality from excellent to poor” 1
Type of assessment that specifies gradations of quality from excellent to poor 2
A criterion-referenced method of grading using highly specific grading criteria that are linked to objectives
1 HG Andrade, Y Du (2005). Students perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation , Vol 10 (3). 2 HG Andrade (2005). Teaching with rubrics: The good, the bad, and the ugly. CollegeTeaching , 53 (1)
What is a Grading Rubric? Gradation: excellent-poor Categories important to the teacher/class Weighted Points Dimensions also called criteria ( Blackinton, 2008) 0 pts 1 pts 2 pts Dimension 4 1 pt 2 pts 3 pts Dimension 3 1 pt 2.5 pts 4 pts Dimension 2 1 pt 2 pts 3 pts: describe Dimension 1 Performance Level 1 Performance Level 2 Performance Level 3
“…in most instances, lengthy rubrics probably can be reduced to succinct…more useful versions for classroom instruction. Such abbreviated rubrics can still capture the key evaluative criteria needed to judge students’ responses. Lengthy rubrics, in contrast, will gather dust” (Benjamin 23).
Rubric does not correspond with class or program outcomes
Example: Entire rubric focused on writing quality not content
Scale does not have enough gradations or levels
Not distinguishing the A’s from the B+’s
All traits are given equal weight regardless of complexity
Grammar = Content
Too broad, not enough content described
Words like ‘breadth’ and ‘depth’ used in lieu of specifics
Students still not sure, other grading faculty still not clear
Too long/too complicated
Faculty + students get lost in the rubric
A Rubric … … is a guide for the evaluation of student work that defines a facilitator’s expectations and identifies grading criteria point by point. … provides a clear set of criteria for judging students’ work by specifying factors on which the facilitator will grade the student thereby helping the facilitator define expectations ad prompting the student to focus on specific points. … takes extensive thought and planning to be effective and that facilitators need to be lucid in their explanations of grading standards and be sure of the assignment’s objective to create rubrics that are pedagogically sound.