The document provides an overview of a workshop on using rubrics for assessment. It discusses different types of rubrics, such as analytic, holistic, and scoring guide rubrics. Examples of rubrics are presented and participants engage in activities to review rubrics and create a rubric for assessing a drawing assignment. Best practices for creating, using, and sharing rubrics are also covered.
2. Strategies for Using
Rubrics as a Form of
Assessment
2012-2013 GTA Academy
January 22, 2013
Michelle Rodems, Ph.D.
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. Realistic or cartoon? Face or body?
By itself or in context? Other criteria?
http://www.flickr.com/photos/aigle_dore/
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
7. Kinds of Rubrics
Analytic 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
12. Critical Thinking Rubric Descriptive Title
Task Description
4-Level Assignment Description: The purpose of this assignment is for you to demonstrate your critical thinking
Rubric
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. 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. 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.
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)
20. Just a Few Notes
Share with students!!
Use for yourself
Create a meta-rubric to
determine quality of your
rubrics
21. Lessons Learned
Many thanks to Drs. Cathy Bays and Sharon Kerrick
for sharing parts of their presentations.
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.
Editor's Notes
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).