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Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
Intro to rubrics
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Intro to rubrics

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For TWTI Fall 2011 - originally done for 2009 PD sessions at Mohawk College

For TWTI Fall 2011 - originally done for 2009 PD sessions at Mohawk College

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  • 1. R elevant, U ser-friendly B enchmarks; R einforcing I nstruction; C ultivating S uccess Intro to Rubrics for TWTI Fall 2011
  • 2. Teaching as a Subversive Activity <ul><li>Have Humanities faculty instruct Math, Math instructors Business,… </li></ul><ul><li>Limit teachers to three declarative sentences per class, and 15 interrogatives </li></ul><ul><li>Prohibit teachers from asking any questions to which they already know the answers </li></ul><ul><li>Require all teachers to take a test prepared by students on what the students know </li></ul>
  • 3. Today’s Objectives <ul><li>Getting the lay of the land </li></ul><ul><li>Showing you the sights </li></ul><ul><li>Highlighting tools in eLearn </li></ul>
  • 4. I can’t explain it. It just wasn’t an A paper. ~ pre-rubric educators
  • 5. Getting the Lay of the Land: Defining The Jargon <ul><li>Rubric </li></ul><ul><li>a guide used to score performance assessments in a reliable, fair, and valid manner </li></ul><ul><li>generally composed of: </li></ul><ul><ul><li>dimensions for judging student performance </li></ul></ul><ul><ul><li>a scale for rating performances on each dimension </li></ul></ul><ul><ul><li>standards of excellence for specified performance levels </li></ul></ul><ul><ul><li>(SRI International) </li></ul></ul>
  • 6. Why Rubrics? <ul><li>Provide students with expectations about what you will assess </li></ul><ul><li>Inform students on the standards they must meet/work towards meeting </li></ul><ul><li>Indicate to students where they are in relation to course/program goals </li></ul><ul><li>Increase your consistency in ratings or performance, products, or understanding </li></ul><ul><li>Gather data to support grades </li></ul>
  • 7. Jargon Cont’d <ul><li>Authentic Assessment </li></ul><ul><li>meaningful, real-life learning experiences </li></ul><ul><li>includes: </li></ul><ul><ul><li>recording evidence of the learning process </li></ul></ul><ul><ul><li>applications in products and performances </li></ul></ul><ul><ul><li>integrations of new knowledge </li></ul></ul><ul><ul><li>reflecting on one's own progress </li></ul></ul><ul><ul><li>interpreting meaning </li></ul></ul><ul><ul><li>(Herberger College of the Arts, Arizona State University) </li></ul></ul>
  • 8. Jargon Cont’d <ul><li>Analytic Rubric : outline or list of major elements that students should include in a finished work </li></ul><ul><li>YAY!: </li></ul><ul><ul><li>Provides considerable information on assignments </li></ul></ul><ul><ul><li>Can be a peer review tool </li></ul></ul><ul><ul><li>Converts from assessment to evaluation by adding point values to each component </li></ul></ul><ul><ul><li>Caveat: </li></ul></ul><ul><ul><li>Highly prescriptive </li></ul></ul>
  • 9. Jargon Cont’d <ul><li>Holistic Rubric : assess the whole process or product. Although holistic rubrics contain criteria, the element under investigation is given one score for its entirety. This type of rubric requires instructors to “know quality when they see it.” </li></ul><ul><ul><li>YAY!: </li></ul></ul><ul><ul><li>Ability to evaluate a large number of projects quickly </li></ul></ul><ul><ul><li>Transparency in elements needed for quality for products or assignments where appraisal is more subjective </li></ul></ul><ul><ul><li>Caveat: </li></ul></ul><ul><ul><li>Highly subjective </li></ul></ul>
  • 10. Jargon Cont’d <ul><li>Annotated Holistic Rubric : hybrid of analytical and holistic rubrics with defined quality levels plus commentary </li></ul><ul><ul><li>YAY!: </li></ul></ul><ul><ul><li>Reduces ambiguity, increases efficiency, and allows students to see road to improvement (IMHO) </li></ul></ul><ul><ul><li>Caveat: </li></ul></ul><ul><ul><li>May take considerable time to construct </li></ul></ul>
  • 11. Validity is Key <ul><li>Reliability : measures educational objectives as consistently as possible </li></ul><ul><li>Relevance : measures educational objectives as directly as possible </li></ul><ul><li>Utility : provides formative or summative results effectively - clear implications for evaluation and improvement </li></ul>
  • 12. If the only tool you have is a hammer, you tend to see every problem as a nail. ~ Abraham Maslow
  • 13. Add Rubrics to Your Toolkit; Don’t Throw Out Other Tools <ul><li>Rubrics are best used when: </li></ul><ul><li>Assignments are multi-faceted; combining lower and higher order skills </li></ul><ul><li>Your subjectivity is/could be called into question </li></ul><ul><li>Assessing an action or combination of actions rather than a thing </li></ul>
  • 14. Let’s Not Reinvent the Wheel <ul><li>There are current and authoritative resources that can save you immense amounts of time </li></ul><ul><li>Ontario College Writing Exemplars </li></ul><ul><ul><li>developed by the Heads of Language (HOL) with funding from School/College/Work Initiative program of the Ontario Ministry of Education </li></ul></ul><ul><li>College Diploma and Certificate Program Standards </li></ul><ul><ul><li>from the Ministry of Training, Colleges, and Universities </li></ul></ul>
  • 15. 2. Showing You the Sights <ul><li>We’re taking the economy tour… </li></ul><ul><li>Five Questions – That’s It! </li></ul>
  • 16. Question 1: What dimensions ensure highest quality? <ul><li>Hint: Can include knowledge, skills & abilities/Content specific or life-long goals </li></ul><ul><li>Consideration: Students may experience difficulty with course specific mixing with life-long goals </li></ul><ul><li>Most Common Misstep: Learning outcomes don’t match assessment </li></ul><ul><ul><ul><li>LO = critical thinking; assessment dimensions = format, mechanics, and citation style </li></ul></ul></ul>
  • 17. Some Usual Dimensions <ul><li>From high school, students are familiar with categories: </li></ul><ul><ul><ul><li>Knowledge and Understanding </li></ul></ul></ul><ul><ul><ul><li>Thinking </li></ul></ul></ul><ul><ul><ul><li>Communication </li></ul></ul></ul><ul><ul><ul><li>Application </li></ul></ul></ul>
  • 18. Some Usual Dimensions <ul><li>Bloom’s Taxonomy </li></ul><ul><ul><ul><li>Knowledge </li></ul></ul></ul><ul><ul><ul><li>Comprehension </li></ul></ul></ul><ul><ul><ul><li>Application </li></ul></ul></ul><ul><ul><ul><li>Analysis </li></ul></ul></ul><ul><ul><ul><li>Synthesis </li></ul></ul></ul><ul><ul><ul><li>Evaluation </li></ul></ul></ul><ul><li>Big 6 </li></ul><ul><ul><li>Task Definition </li></ul></ul><ul><ul><li>Info Seeking Strategies </li></ul></ul><ul><ul><li>Location and Access </li></ul></ul><ul><ul><li>Use of information </li></ul></ul><ul><ul><li>Synthesis </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul>Or adopt a learning theory
  • 19. Question 2 How many levels of achievement/performance to include? <ul><ul><li>Hint: Give yourself some wiggle room </li></ul></ul><ul><ul><li>Consideration : Letters vs. levels vs. descriptors </li></ul></ul><ul><ul><ul><li>A, B, C, D vs. 1, 2, 3, 4 vs. unacceptable, marginal, proficient, exemplary vs. novice, apprentice, proficient, distinguished </li></ul></ul></ul><ul><ul><li>Most Common Misstep : Using too many levels of achievement </li></ul></ul>
  • 20. Question 3: What is a clear description at each level? <ul><ul><li>Hint: Try to determine qualitative differences that characterize work or performance. Start with B/acceptable/proficient level </li></ul></ul><ul><ul><li>Consideration: Comparative language alone fails to highlight unique features, but using unique language may connote different meanings </li></ul></ul><ul><ul><li>Most Common Misstep: Including value laden terms that showcase judgement, but little guidance </li></ul></ul>
  • 21. Question 4: What rating scheme/ weighting of dimensions do I use? <ul><ul><li>Hint: Add this in a way that fits with your philosophy and course requirements </li></ul></ul><ul><ul><li>Consideration: Different assignments may measure the same dimensions in differing degrees. One rubric could serve an entire course. </li></ul></ul><ul><ul><li>Most Common Misstep: Using a weighted rating in your head, but not communicating it to the students </li></ul></ul>
  • 22. Question 5: What worked and what didn’t? <ul><ul><li>Hint: Do a trial run with colleague(s) rather than one, entire class </li></ul></ul><ul><ul><li>Consideration: Do you need more focus on content, format, delivery? Was one dimension weighted too heavily? Etc… </li></ul></ul><ul><ul><li>Most Common Misstep: Viewing rubric as a permanent panacea </li></ul></ul>
  • 23. Rubrics Recap <ul><li>Decide which assignments suit a rubric </li></ul><ul><li>Use our 5 questions as a checklist or frame </li></ul><ul><li>Get help/feedback/constructive criticism whenever and wherever you can </li></ul><ul><ul><ul><li>From colleagues </li></ul></ul></ul><ul><ul><ul><li>From students </li></ul></ul></ul><ul><ul><ul><li>From the literature </li></ul></ul></ul>
  • 24. How eLearn@Mohawk can assist <ul><ul><li>Turnitin integration with eLearn@Mohawk includes GradeMark </li></ul></ul><ul><ul><ul><li>Build a rubric in Turnitin and attach it to assignments </li></ul></ul></ul><ul><ul><ul><li>OR </li></ul></ul></ul><ul><ul><ul><li>Have peggy build your rubric in Turnitin </li></ul></ul></ul><ul><ul><ul><li>Enter rubric mark in Discussions or Dropbox and have Grades automatically populated </li></ul></ul></ul>
  • 25. How eLearn@Mohawk can assist <ul><ul><li>Rubrics tool in eLearn@Mohawk </li></ul></ul><ul><ul><ul><li>Attach rubric as an ‘activity’ directly to discussion threads and dropbox submissions and associate with Grades for easier assessment </li></ul></ul></ul><ul><ul><ul><li>Rubrics as activities can stand alone or be incorporated into competencies. </li></ul></ul></ul><ul><ul><ul><li>Competencies track students’ knowledge and skill development. Under its umbrella are learning elements (objectives) and activities that assess and evaluate the objectives. </li></ul></ul></ul>
  • 26. Whew!
  • 27. <ul><li> </li></ul><ul><li>Research Paper Grading Rubric </li></ul><ul><li>For Research Component </li></ul><ul><li>Uses: </li></ul><ul><li>To set performance expectations by distributing to students when a paper is assigned. </li></ul><ul><li>To evaluate the portion of a student’s paper related to research and information use. </li></ul>Beginning (0-12 points) Proficient (13-16 points) Advanced (17-20 points) Score 1. Determine the Extent of the Information Needed (20 points) Creates an unfocused or unmanageable research question. Student identifies few or no relevant information tools. Formulates a question that is focused and clear. Student identifies concepts related to the topic, and identifies some useful information tools to meet the information need. Formulates a research question that is focused, clear, and complete and identifies key concepts. Student identifies most or all relevant information tools in various potential formats. 2. Access the Needed Information Effectively (20 points) Uses information tools poorly and gathers information that lacks relevance, quality, and balance. Executes an appropriate research strategy. Student solves problems by finding a variety of relevant information resources and evaluates search effectiveness. Implements a clear and focused research strategy, uses tools effectively, and finds information that directly fulfills the information need. 3. Evaluate Information and Its Sources Critically (20 points) Uses inadequate criteria to judge information quality. Student makes little effort to examine the information located for reliability. Examines information using criteria such as authority, credibility, relevance, timeliness, and accuracy, and makes good judgements about what to keep and what to discard. Compares and evaluates multiple and diverse sources and viewpoints according to specific criteria appropriate for the discipline. 4. Use Information Effectively to Accomplish a Specific Purpose (20 points) Shows little evidence of incorporating information into their knowledge base. Student uses information poorly to accomplish a specific purpose. Often uses appropriate information and evidence to support their claims and conclusions and to accomplish a specific purpose. Effectively synthesizes and integrates information from a variety of sources, draws appropriate conclusions, and clearly communicates ideas to others to accomplish a specific purpose. 5. Use Information Ethically (20 points) Inadequately cites ideas and information of others. Cites ideas and information of others with few errors. Consistently and accurately cites ideas and information of others.
  • 28. Analytic Rubric Example CRITERIA/ DIMENSION LEVEL OF ACHIEVEMENT/PERFORMANCE Excellent Good Needs Improvement Load supported greater than 12 kg 6 to 12 kg less than 6 kg Weight of bridge less than 30 grams 30 to 60 grams over 60 grams Bridge span greater than 385 mm 360 to 385 mm less than 360 mm Ability of matchbox car to roll across bridge does not stop stops 1 or 2 times stops 3 or more times or cannot roll entire length of bridge

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