Strategies for Using Rubrics as a Form of Assessment

1,630 views

Published on

Presentation for the Graduate Teaching Assistant Academy at The University of Louisville.

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,630
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
23
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Advantages of Rubric•Helps the grading process become more efficient•Helps faculty grade/score more accurately, fairly and reliably•Requires faculty to set and define more precisely the criteria used in the grading process•Supports uniform and standardized grading processes among different faculty members•Clarifies quality expectations to students about their assignments•Students are able to self-assess their own work prior to submitting it•Students can understand better the rationale and the reason for grades•Helps communicating grade between faculty and students•Helps improve student performance, because they know what to focus on(Advantages and Disadvantages of Rubrics, 2005).Possible Disadvantages of Rubrics•Development of rubrics can be complex and time-consuming•Using the correct language to express performance expectation can be difficult•Defining the correct set of criteria to define performance can be complex•Rubrics might need to be continuously revised before it can actually be usable in an easy fashion(Advantages and Disadvantages of Rubrics, 2005).
  • Strategies for Using Rubrics as a Form of Assessment

    1. 1. Welcome Back!Exciting EventsMid-Year FeedbackMicro-Teaching
    2. 2. Strategies for UsingRubrics as a Form ofAssessment2012-2013 GTA AcademyJanuary 22, 2013Michelle Rodems, Ph.D.
    3. 3. Assignment: Without talking to anyone, and without looking at what anyone else is doing, please draw a cat. When you have completed the assignment, please look up. Now, without talking to anyone, and without looking at what anyone else is doing, please grade the drawing of the cat you have been given. When you have completed grading, please look up.
    4. 4. Realistic or cartoon? Face or body?By itself or in context? Other criteria?http://www.flickr.com/photos/aigle_dore/
    5. 5. RubricsA “scoring guide  Provide timely feedback that makes  Prepare students to use detailed feedback explicit  Encourage critical expected thinking qualities of  Facilitate communication performance on with others a rating scale”  Help refine teaching methods (Steves, & Levi,  Promotes self-reglated 2005). and independent learning  Can save time
    6. 6. http://www.flickr.com/photos/ihasb33r/ http://www.flickr.com/photos/danseprofane/ http://www.flickr.com/photos/hkase/
    7. 7. Kinds of RubricsAnalytic Holistic Identify and assess  Assess student work as a components of a finished whole. product  A broad, overall, general Provides specific information about assessment of the performance on multiple entirety of a process. dimensions so that performance can be assessed across more than one scale Allows for separate scale assessment
    8. 8. Breaking It Down
    9. 9. Holistic Rubric
    10. 10. Scoring Guide Rubric
    11. 11. 3-Level Rubric
    12. 12. Critical Thinking Rubric Descriptive Title Task Description4-Level Assignment Description: The purpose of this assignment is for you to demonstrate your critical thinkingRubric abilities when addressing an engineering problem that was encountered in the “real world.” 100-93 (A) 92-81 (B) 80-73 (C) 72-0 (D, F) Purpose Clearly identifies Clearly identifies Identifies the Unclear purpose De And the purpose the purpose purpose including that does not Questions including all including some irrelevant and/or includes (10%) complexities of complexities of insufficient questions. relevant relevant questions. questions. questions. 10--- 9.3 Points 9.2---8.1 Points 8---7.3 Points 7.2---0 Points Information Accurate, Accurate, mostly Accurate but Inaccurate, (20%) complete complete incomplete incomplete information that is information that information that information that supported by is supported by is not supported is not supported relevant evidence. evidence. by evidence. by evidence. 20--- 18.6 Points 18.4---16.2 Points 16---14.6 Points 14.4---0 Points Assumptions Complete, fair Complete, fair Simplistic Incomplete and presentation of all presentation of presentation that presentation Point of View relevant some relevant ignores relevant that ignores (20%) assumptions and assumptions and assumptions and relevant points of view. points of view. points of view. assumptions and points of view. 20--- 18.6 Points 18.4---16.2 Points 16---14.6 Points 14.4---0 Points Implications Clearly articulates Clearly articulates Articulates Fails to and significant, logical some insignificant or recognize or Consequences implications and implications and illogical generates (50%) consequences consequences implications and invalid based on relevant based on consequences implications and evidence. evidence. that are not consequences supported by based on evidence. irrelevant evidence. 50---46.5 Points 46---40.5 Points 40-36.5 Points 36---0 Points Weighted Dimension Descriptions Dimensions
    13. 13. Faculty Rubric Speed-Review At each table, one of the faculty members will talk about a rubric they have used. You will spend 5 minutes at each table. As you discuss the rubrics, consider the following questions: Why was a rubric used as an assessment method? What are the pros and cons of using a rubric? As a group, we’ll discuss these questions.
    14. 14. Table Rubric Speed-Review Review the rubric at each table. You will spend 5 minutes at each table. As you discuss the rubrics, consider the following questions: Why do you think this rubric used as an assessment method? What are the pros and cons of using a rubric in this case? As a group, we’ll discuss these questions.
    15. 15. Threads
    16. 16. Creating in Stages Reflecting: What do we want, why we created the assignment, what happened the last time we gave it, what are our expectations? Listing: Details of the assignment and learning objectives we hope to see accomplished. Grouping and Labeling: Organize 1 & 2, grouping similar expectations into what will likely become rubric dimensions Applications: Apply the dimensions from Stage 3 to final form of rubric using template. (Michelle’s addition: consider kind of rubric, weight of categories if applicable, points assigned if applicable)
    17. 17. Grading Rubrics Bloom’s Taxonomy Performance Anchors Providing detailed, formative feedback Individualized, flexible formative feedback Conveying summative feedback
    18. 18. “The Cat” RubricAs a table, using your template, create a rubric for “The Cat” exercise in whatever way you imagine it.
    19. 19. Sharing Your Rubrics
    20. 20. Just a Few NotesShare with students!!Use for yourselfCreate a meta-rubric to determine quality of your rubrics
    21. 21. Lessons Learned Many thanks to Drs. Cathy Bays and Sharon Kerrick for sharing parts of their presentations.
    22. 22. Resources Rubistar: http://rubistar.4teachers.org/index.php Exemplars: http://course1.winona.edu/shatfield/air/rubrics.htm Valid Assessment of Learning in Undergraduate Education: http://assessment.uconn.edu/docs/How_to_Create_Rubrics.pd f Disciplinary and competency rubrics: http://course1.winona.edu/shatfield/air/rubrics.htm My Delicious Site: https://delicious.com/mrodems/rubrics Stevens, D. D., & Levi, A. J. (2005). Introductions to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA: Stylus.

    ×