rubrics<br />making them work for you<br />
What is a rubric?<br />Systematic means for providing 	feedback and  evaluation<br />Method for increasing consistency 	in...
3parts<br />
4<br />3<br />2<br />1<br />Web site Rubric<br />
How do I design a rubric?<br />Determine the key criteria to an effective response:  process and product.<br />Consider al...
Holistic Rubric—Summaries of Articles<br />
How do I use a rubric?<br />Make it part of the assignment<br />Use it to guide peer response groups<br />Use it in assess...
Cautions<br />Limit the number of performance criteria and scale divisions<br />Avoid “grading” twice<br />Let the rubric ...
Consider . . . <br />Not using quality descriptors but 	making brief comments instead<br />Weighting  the scale on critica...
Engaging students in the process<br />Bill Platt, Biological Sciences<br />
Resources for designing rubrics:<br />definitions, examples, suggestions for rubrics<br />rubric generator—Rubistar<br />o...
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Rubric Development

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Transcript of "Rubric Development"

  1. 1. rubrics<br />making them work for you<br />
  2. 2. What is a rubric?<br />Systematic means for providing feedback and evaluation<br />Method for increasing consistency in scoring<br />Means to let students know expectations from the beginning and the degree to which they meet them at the end <br />
  3. 3. 3parts<br />
  4. 4. 4<br />3<br />2<br />1<br />Web site Rubric<br />
  5. 5. How do I design a rubric?<br />Determine the key criteria to an effective response: process and product.<br />Consider all aspects of the rhetorical triangle: communicator, audience, subject & purpose, text, context.<br />Define the key criteria<br />Decide on analytic or holistic; general or task specific<br />Leave space for comments<br />
  6. 6. Holistic Rubric—Summaries of Articles<br />
  7. 7. How do I use a rubric?<br />Make it part of the assignment<br />Use it to guide peer response groups<br />Use it in assessment to guide feedback <br />Use it when assigning a grade<br />
  8. 8. Cautions<br />Limit the number of performance criteria and scale divisions<br />Avoid “grading” twice<br />Let the rubric reflect the instruction rather than direct it<br />Avoid using a rubric when specific feedback is needed<br />
  9. 9. Consider . . . <br />Not using quality descriptors but making brief comments instead<br />Weighting the scale on critical categories<br />Using verbal scales rather than numerical scales<br />Engaging students in creation of the rubric<br />
  10. 10. Engaging students in the process<br />Bill Platt, Biological Sciences<br />
  11. 11. Resources for designing rubrics:<br />definitions, examples, suggestions for rubrics<br />rubric generator—Rubistar<br />other generators<br />guidelines for rubrics<br />CxC template for rubric for writing assignment<br />

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