Jace Hargis Learner outcomes include being able to integrate Information Processing as a foundational aspect of teaching, learning and assessment, indicated by the frequency of formative assessments; Create Rubrics addressing authentic assessment, measured by the ‘Evidence’ step of Backward Design.

1. Ideas for Rubrics in STEM Higher
Education
Teaching & Learning
Jace Hargis, PhD

2. Agenda
Building Rubrics
IP
Assess
Bloom
BWDesign
-SLO
-Evidence
-Instruct
Rubric Examples

3. Following this session, the participant will
•
Integrate Information Processing as a
foundational aspect of teaching, learning and
assessment, indicated by the frequency of
formative assessments;
•
Create Rubrics addressing authentic assessment,
measured by the ‘Evidence’ step of Backward
Design.

4. Information Processing
(Atkinson and Shiffrin,1971)
Input Sensory STM LTM
Recall
“Rubrics”

5. •
Assessment: Vehicle for gathering
information about learners’ behavior.
•
Measurement: Assignment of marks based
on an explicit set of criteria.
•
Evaluation: Process of making judgments
about the level of understanding.

6. Assessment of Understanding
You really understand when you can…
1. explain, connect, systematize, predict;
2. show its meaning, importance;
3. apply or adapt it to novel situations;
4. question its assumptions;
5. see it as its author saw it; and
6. identify misconceptions or simplistic views

7. What is Formative Assessment?
•
Part of instructional process
•
Provides information at a point when
adjustments to teaching can be made.
•
Self-reflective process - bidirectional.

8. Blooms Taxonomy for Assessment
Knowledge (facts): Who, What, Why, When, Where
Comprehension (interpret): Example, Classify, Infer
Application (new situations): Predict, Select, Identify
Analysis (break into parts): Distinguish, Conclusions
Synthesis (patterns): Create, Propose, Plan, Design
Evaluation (criteria): Appraise, Criticize, Defend

9. Course [re]Design: Understanding by
Backward Design
Wiggins &
McTighe (1998)
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction

10. Student Learning Outcome (SLO)
•
Knowledge, Skills & Dispositions
– active, high level
– specifically under certain conditions;
– to what degree they will be measured.
– Substance (subject);
– Form (action the learner performs)
[analyze, demonstrate, derive, integrate, interpret, propose]
1. Identify Desired Results

11. •
Authentic
•
Aligned to Outcomes
•
Experiential
•
Measureable
2. Determine Acceptable Evidence
Using Rubrics …

12. Students
SLOs
Assessment
Bloom’s
Taxonomy
Course-specific
goals & objectives
Cooperative
learning
Lectures Labs Other
experiences
Classroom
assessment
techniques
Projects
Instruction
Other
measures
Technology
(Felder & Brent, 1999)
3. Plan learning experiences & instruction

13. Measuring Assessment Using a Rubric
•
Oxford Dictionary – mid 15th century, rubric
referred to headings of sections of a book,
stemmed from monks who reproduced
literature, initiating each section of a copied
book with a large red letter. The Latin word
for red is ruber, rubric came to signify the
headings for divisions of a book.

14. What are Measurement Rubrics
•
Bridge between SLOs and assessment;
•
Students and teachers use;
•
Defines criteria, especially in dealing with
processes or abstract concepts;
•
Common language to assess complex process.
•
3 Features – evaluative criteria; quality
definitions; scoring strategy

15. Example Rubric -

17. Engineering Lab Reports

18. Critical Thinking Rubric

19. Rubric Resources
•
Rubistar Online Rubric Tool
(http://rubistar.4teachers.org)
•
Assoc. for Assess of Learning in Hi Ed
(http://course1.winona.edu/shatfield/air/rubrics.htm)
•
Rubrix ($50) - http://rubrix.com
•
UCF Faculty Center Rubric Page
www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/AssessmentToolsResources/rubrics.php

20. How Do You Know When A Rubric is Good?
•
Reliable (r, between -1 and 1)
• consistency which the measurement provides;
• how well a test agrees with itself;
• is it measuring same thing with similar results.
•
Valid
– does it measure what it is intended to measure;
– differences represent true differences in what is
being measured and not from other factor!

21. Thank You!
Jace Hargis, PhD