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Is this statement accurate? Holistic Rubrics: Does not break performance into separate criteria
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2nd bullet -Drafts can be changed back and forth the Active.
Changed folder to the Rubric test dropbox
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Rubrics for grading 9.4.1
• What are rubrics?• Benefits of using them?• How to create them?• How to tie them to Gradebook items?
• Primary Function – Assessment of performance• Measures completion/non-completion of activities• Evaluate only one learning task• Tool to specify gradations of quality Desire2Learn Definition: “ Rubrics are an assessment tool used to evaluate Learning activities, ePortfolio Forms and Artifacts. Rubrics enable you to evaluate an activity or item based on a predefined set of criteria. They help ensure that activities and items are evaluated fairly and consistently. ”
• Provide consistent grading – Removes subjectivity from grading process• Sets proper student expectations – What is required in activity• Communicates correct performance & areas for improvement• Reduces student arguments regarding low grades
• Pre-define assignment Rubric on paper• Name each level with descriptive text• Provide descriptive criteria text and feedback text• Assign point values for achievement levels
Category Exemplary Accomplished Developing BeginningTime Limit Presenters stayed within Presenters were Presenters were 10 minute allotted time (40-50 short 10 minutes short 20 minutes presentation minutes)Collaboration Presenters worked as Evidence of Some evidence of No evidence of part of a team, providing teamwork; teamwork; some teamwork; no effective transitions to transitions made to transitions made to transitions made to next/previous speaker or next/previous next/previous next/previous making references to speaker or topics topics or speakers speakers or topics previous/next topicsOrganization Strong and engaging Introduction Some overview is Introduction does introduction provides provides overview given; connection not give overview; overview of of presentation; between organization is presentations; presentation introduction and unclear, or presentation supports supports presentation is presentation ends introduction; conclusion introduction and sometimes unclear; without conclusion reinforces main points ends with conclusion is limited appropriate conclusion
What are Rubric Types?• Holistic or analytic, depending on the requirements for assessmentAnalytic Rubrics• Most rubrics are analytic• Breaks performance into multiple criteria• Assess each criterion separately• Combined for an overall assessment scoreHolistic Rubrics• Does not break performance into separate criteria• Performance is assessed in total• Make one overall assessment
What are Scoring Methods?• Can be either text-based or numericText Only• Performance levels are expressed using only text, e.g. Poor, Good, and ExcellentPoints• Points to assess performance, e.g. Poor (0 points), Good (75 points), and Excellent (125 points)
Custom Points (Analytic only)• Similar to the Points scoring method – provides an ability for weighting of specific criterion• Customize the points given for each criterion (row), – e.g. criterion 1 could be worth 0 points, 10 points, and 20 points – criterion 2 could be worth 0 points, 30 points, and 60 points – making it worth 3 times the points for criterion 1Percentages (Holistic only)• Percentages is similar to Points• Measures performance in percentages instead of points
Note: Leave status as “Draft” as long as possible – can’t be changed back and can’t be edited once the status is set as “Approved”.Note: Type and ScoringMethod can’t be changedafter saved.
Expand Availability Options• Select where Rubric should be available• Nothing checked means only available for gradingMust have Competencies checked if Rubric will supportcourse & program outcomes.
• Create an Analytic Rubric – 3 levels – 2 criterion• Create an Analytic Rubric with Custom Points – 3 levels – 2 criterion
• Create a Holistic Rubric – Percentages – Standard grading scale (90,80,70, etc…)
• Be conservative – reuse, reuse, reuse – For consistency – To minimize development time – Develop at department level where possible• Leave in Draft status as long as possible• Avoid changing mid-term is possible• Naming conventions are extremely important for department level Rubrics
• Properties tab• Select (or create new) Grade Item• Select (or create new) Rubric to use for this activity – Rubric must be set to an Approved status – *Rubric can not be changed after this point (see notes)
• Rubric is displayed to students• Shown in dropbox folder• Submit files to dropbox as normal
• Student submissions are evaluated as normal• Feedback is provided through Rubric responses• Additional feedback can be provided• Student score calculated in Rubric evaluation• Grade entered in Activity flows through to Gradebook
Rubric evaluation takes place from the Dropbox folder submission.
Then leave feedbackSave & Record;transfers score out of 10
• Create a Dropbox Activity – Tie to a Gradebook Item – Tie to Analytic Rubric• Impersonate a Student• Submit to the Dropbox• Restore your role• Leave feedback using Rubric• Review grade in Gradebook
• Properties tab• Select (or create new) Grade Item• Select (or create new) Rubric to use for this activity – Rubric must be set to Approved status – Rubric can not be changed after this point
• Student makes quiz attempt as normal• Quiz is marked for automatic grading• Grading happens as normal• Rubric ties grade to achievement/non- achievement of competency (course outcome)• Could be tied to specific questions – Quiz questions can support course outcomes
• Create a simple 1 question quiz – Tie to a Gradebook item – Tie to Holistic rubric – Set for Auto-grading• Impersonate Student• Take the quiz• Restore your role• Review grade in Gradebook
• Granular analysis of student achievement• Makes grading more quantitative rather than subjective• Specific feedback to student – Defined at each value level – Plus additional feedback available• Re-use of rubrics with multiple activities within a course/department• Rubrics can be copied to other courses
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