Rubrics for TWTI

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Rubrics for TWTI

  1. 1. Relevant,User-friendlyBenchmarks;ReinforcingInstruction;CultivatingSuccess
  2. 2. I can’t explain it.It just wasn’t an A paper. ~ pre-rubric educators
  3. 3. Getting the Lay of the Land:Defining The JargonRubric a guide used to score performance assessments in a reliable, fair, and valid manner generally composed of:  dimensions for judging student performance  a scale for rating performances on each dimension  standards of excellence for specified performance levels (SRI International)
  4. 4. Why Rubrics?¡ Provide students with expectations about what you will assess¡ Inform students on the standards they must meet/work towards meeting¡ Indicate to students where they are in relation to course/program goals¡ Increase your consistency in ratings or performance, products, or understanding¡ Gather data to support grades
  5. 5. Jargon Cont’dAuthentic Assessment meaningful, real-life learning experiences includes:  recording evidence of the learning process  applications in products and performances  integrations of new knowledge  reflecting on ones own progress  interpreting meaning (Herberger College of the Arts, Arizona State University)
  6. 6. Jargon Cont’d Analytic Rubric: outline or list of major elements that students should include in a finished work  Highly prescriptive Holistic Rubric: less objective than analytic; levels pre-determined and you assign  Highly subjective Annotated Holistic Rubric: hybrid of above; defined quality levels plus commentary  Reduces ambiguity, increases efficiency, and allows students to see road to improvement (IMHO)
  7. 7. Validity is Key Reliability: measures educational objectives as consistently as possible Relevance: measures educational objectives as directly as possible Utility: provides formative or summative results effectively - clear implications for evaluation and improvement
  8. 8. If the only tool youhave is a hammer, you tend to see every problem as a nail. ~ Abraham Maslow
  9. 9. Add Rubrics to Your Toolkit;Don’t Throw Out Other ToolsRubrics are best used when: Assignments are multi-faceted; combining lower and higher order skills Your subjectivity is/could be called into question Assessing an action or combination of actions rather than a thing
  10. 10. Let’s Not Reinvent the WheelThere are current and authoritative resources that can save you immense amounts of timeOntario College Writing Exemplars  developed by the Heads of Language (HOL) with funding from School/College/Work Initiative program of the Ontario Ministry of EducationCollege Diploma and Certificate Program Standards  from the Ministry of Training, Colleges, and Universities
  11. 11. 2. Showing You the Sights We’re taking the economy tour… Five Questions – That’s It!
  12. 12. Question 1: What dimensions ensurehighest quality? Hint: Can include knowledge, skills & abilities/ Content specific or life-long goals Consideration: Students may experience difficulty with course specific mixing with life- long goals Most Common Misstep: Learning outcomes don’t match assessment  LO = critical thinking; assessment dimensions = format, mechanics, and citation style
  13. 13. Some Usual DimensionsFrom high school, students are familiar with categories:  Knowledge and Understanding  Thinking  Communication  Application
  14. 14. Some Usual Dimensions Or adopt a learning theoryBloom’s Taxonomy (or Big 6 Revised Bloom’s)  Knowledge  Task Definition  Comprehension  Info Seeking Strategies  Application  Location and Access  Analysis  Use of information  Synthesis  Synthesis  Evaluation  Evaluation
  15. 15. Question 2 How many levels ofachievement/performance to include? Hint: Give yourself some wiggle room Consideration: Letters vs. levels vs. descriptors  A, B, C, D vs. 1, 2, 3, 4 vs. unacceptable, marginal, proficient, exemplary vs. novice, apprentice, proficient, distinguished Most Common Misstep: Using too many levels of achievement
  16. 16. Question 3: What is a cleardescription at each level? Hint: Try to determine qualitative differences that characterize work or performance. Start with B/acceptable/proficient level Consideration: Comparative language alone fails to highlight unique features, but using unique language may connote different meanings Most Common Misstep: Including value laden terms that showcase judgement, but little guidance
  17. 17. Question 4: What rating scheme/weighting of dimensions do I use? Hint: Add this in a way that fits with your philosophy and course requirements Consideration: Different assignments may measure the same dimensions in differing degrees. One rubric could serve an entire course. Most Common Misstep: Using a weighted rating in your head, but not communicating it to the students
  18. 18. Question 5: What worked andwhat didn’t?Hint: Do a trial run with colleague(s) rather than one, entire classConsideration: Do you need more focus on content, format, delivery? Was one dimension weighted too heavily? Etc…Most Common Misstep: Viewing rubric as a permanent panacea
  19. 19. Rubrics Recap Decide which assignments suit a rubric Use our 5 questions as a checklist or frame Get help/feedback/constructive criticism whenever and wherever you can  From colleagues  From students  From the literature
  20. 20. Research Paper Grading Rubric For Research Component Uses: 6.To set performance expectations by distributing to students when a paper is assigned. 7.To evaluate the portion of a student’s paper related to research and information use. Beginning Proficient Advanced Score (0-12 points) (13-16 points) (17-20 points) Formulates a question that is Formulates a research question that is1. Determine the Creates an unfocused or focused and clear. Student focused, clear, and complete and identifies Extent of the unmanageable research question. identifies concepts related to the key concepts. Student identifies most or all Information Needed Student identifies few or no topic, and identifies some useful relevant information tools in various (20 points) relevant information tools. information tools to meet the potential formats. information need. Executes an appropriate2. Access the Needed research strategy. Student solves Implements a clear and focused research Uses information tools poorly and Information problems by finding a variety of strategy, uses tools effectively, and finds gathers information that lacks Effectively relevant information resources information that directly fulfills the relevance, quality, and balance. (20 points) and evaluates search information need. effectiveness. Examines information using criteria such as authority,3. Evaluate Uses inadequate criteria to judge Compares and evaluates multiple and credibility, relevance, timeliness, Information and Its information quality. Student makes diverse sources and viewpoints according to and accuracy, and makes good Sources Critically little effort to examine the specific criteria appropriate for the judgements about (20 points) information located for reliability. discipline. what to keep and what to discard.4. Use Information Shows little evidence of Often uses appropriate Effectively synthesizes and integrates Effectively to incorporating information into information and evidence to information from a variety of sources, draws Accomplish a their knowledge base. Student uses support their claims and appropriate conclusions, and clearly Specific Purpose information poorly to accomplish a conclusions and to accomplish a communicates ideas to others to accomplish (20 points) specific purpose. specific purpose. a specific purpose.5. Use Information Inadequately cites ideas and Cites ideas and information of Consistently and accurately cites ideas and Ethically information of others. others with few errors. information of others. (20 points)
  21. 21. Analytic Rubric Example LEVEL OF ACHIEVEMENT/PERFORMANCE CRITERIA/ DIMENSION Excellent Good Needs ImprovementLoad supported greater than 12 kg 6 to 12 kg less than 6 kgWeight of bridge less than 30 grams 30 to 60 grams over 60 gramsBridge span greater than 385 mm 360 to 385 mm less than 360 mm stops 3 or more timesAbility of matchbox car does not stop stops 1 or 2 times or cannot roll entireto roll across bridge length of bridge

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