Developing & Applying Rubrics To Improve Student Performance

Slides:



Advertisements
Similar presentations
Commission on Accreditation for Respiratory Care Resources to Assist Students in Preparing for Credentialing Success Monday, November 12, 2012 Bradley.
Advertisements

Assessment & Technology UH-M COLLEGE OF EDUCATION COE Outreach & Technology.
1 SESSION 3 FORMAL ASSESSMENT TASKS CAT and IT ASSESSMENT TOOLS.
Daniel Peck January 28, SLOs versus Course Objectives Student Learning Outcomes for the classroom describe the knowledge, skills, abilities.
Learning Outcomes, Authentic Assessments and Rubrics Erin Hagar
PEER REVIEW OF TEACHING WORKSHOP SUSAN S. WILLIAMS VICE DEAN ALAN KALISH DIRECTOR, UNIVERSITY CENTER FOR ADVANCEMENT OF TEACHING ASC CHAIRS — JAN. 30,
Rubric Workshop Los Angeles Valley College Fall 2008.
Vivian Mun, Ed.D. Accreditation What is a rubric? A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for.
Assessment Rubrics Los Angeles City College Assessment Team.
Developing Rubrics Presented by Frank H. Osborne, Ph. D. © 2015 EMSE 3123 Math and Science in Education 1.
Summative Assessment: Rubrics and Tests Effective Teaching and Learning English Study Program FKIP – UNSRI April
Measuring Student Learning March 10, 2015 Cathy Sanders Director of Assessment.
Taft College’s Fall Assessment Team November 7, 2008.
Dissemination and Critical Evaluation of Published Research Peg Bottjen, MPA, MT(ASCP)SC.
CPS Assessment Processes May 2, Learning Assessment in CPS Within the College of Professional Studies (CPS), student learning is assessed systematically.
TIPS for Writing Case Studies Provided by the Abstracts Committee.
Dr. Timothy S. Brophy Director of Institutional Assessment University of Florida GRADUATE AND PROFESSIONAL PROGRAM ASSESSMENT PLANS.
Commission on Accreditation for Respiratory Care The Site Visitors Are Coming! Transitioning from Successful Self- Study to Successful Site Visit Bradley.
IB Internal Assessment Design. Designing an Experiment Formulate a research question. Read the background theory. Decide on the equipment you will need.
BY Karen Liu, Ph. D. Indiana State University August 18,
Chemistry B.S. Degree Program Assessment Plan Dr. Glenn Cunningham Professor and Chair University of Central Florida April 21, 2004.
Rubrics for Complex Papers/Projects Academic Assessment Workshop May 13-14, 2010 Bea Babbitt, Ph.D.
Reading Comprehension Strategies Rubrics Standards-based Assessment of and for Learning.
Assessment of Curriculum Outcomes Dale Whittaker Associate Dean and Director of Academic Programs Purdue University May 21, 2008.
Science Fair Projects.
Classroom Assessments Checklists, Rating Scales, and Rubrics
March 26-28, 2013 SINGAPORE CDIO Asian Regional Meeting and Workshop on Engineering Education and Policies for Regional Leaders Programme Evaluation (CDIO.
Developing Evaluation Rubrics or Scoring Guides  for UMass-Dartmouth  January 27, 2012.
Practicing Meaningful Learning Outcomes Assessment at UGA Department of Crop and Soil Sciences August 10, 2015 Dr. Leslie Gordon Associate Director for.
A Student Learning Outcomes Assessment Process at the Academic Program Level Christina Horne, Nita Paris, & Valerie Whittlesey Kennesaw State University-
Rubrics for Complex Papers/Projects Academic Assessment Workshop May 14-15, 2009 Bea Babbitt, Ph.D.
Developing Evaluation Rubrics Cynthia Conn, Ph.D. Associate Director Office of Academic Assessment Paula Garcia, Ph.D. Research & Assessment Coordinator.
Introduction to Academic Assessment John Duffield Office of Academic Assessment Georgia State University September 2013.
Criterion-Referenced Testing and Curriculum-Based Assessment EDPI 344.
Assessment of Course-Level Learning Outcomes in Psychology.
Rubrics Staff development workshop 19/9/2014 Dr Ruth Fazakerley.
Technical Reports ELEC422 Design II. Objectives To gain experience in the process of generating disseminating and sharing of technical knowledge in electrical.
Reviewing Syllabi to Document Teaching Culture and Inform Decisions Claudia J. Stanny Director, Center for University Teaching, Learning, & Assessment.
CBU CALIFORNIA BAPTIST UNIVERSITY Assessment, Accreditation, and Curriculum Office CBU - OIRPA.
EVALUATING EPP-CREATED ASSESSMENTS
Developing Rubrics to Measure Learning at MICA
Tenure and Recontracting August 29, 2017
Classroom Assessments Checklists, Rating Scales, and Rubrics
NATA Foundation Student Grants Process
CALIFORNIA BAPTIST UNIVERSITY Office of Educational Effectiveness
CRITICAL CORE: Straight Talk.
Developing a Student Learning Outcomes Assessment Plan and Report
Thinking with Technology Course Module 9
David Keller, Ph.D. Curriculum & Assessment Specialist
Performance Assessment Development
N J Rao and K Rajanikanth
Creating Analytic Rubrics April 27, 2017
Rubrics.
Classroom Assessments Checklists, Rating Scales, and Rubrics
Literature review Lit. review is an account of what has been published on a topic by accredited scholars and researchers. Mostly it is part of a thesis.
CUR 723 Innovative Education-- snaptutorial.com
Reading Research Papers-A Basic Guide to Critical Analysis
Tenure and Recontracting February 7, 2018
Tenure and Recontracting August 27, 2018
Student Learning Outcomes Assessment
Rubrics.
Tenure and Recontracting February 6, 2018
Introduction to Student Learning Outcomes
Jo Lynn Autry Digranes Coordinator for Assessment Updated 10/2017
Tenure and Recontracting October 6, 2017
Mapping the ACRL Framework and Nursing Professional
Assessing Academic Programs at IPFW
Deconstructing Standard 2a Dr. Julie Reffel Valdosta State University
Developing a Rubric for Assessment
Tenure and Recontracting February 26, 2019
Presentation transcript:

Developing & Applying Rubrics To Improve Student Performance Christine A. Hamilton, DHSc, RRT Program Director, Tennessee State University

Objectives Describe the essential parts of a rubric. Discuss the steps in developing a detailed rubric. Develop a sample rubric related to the participant’s professional setting.

Roadmap to Success Rubrics give a roadmap to students on how to meet the instructor’s (and programmatic) expectations. By developing rubrics, standards of performance are delineated, giving students a clear picture of how to succeed.

Evaluate Why Use a Rubric? Criterion – referenced assessment Inter-rater reliability Evaluate

Guide Why Use a Rubric? Do you value student self-assessment? Aids development of student skills Clarifies the relative importance of each section of an assessment Leads to strengthening the foundational skills Guide

Matrix Model A (Excellent) 9 - 10 points B (Very Good) 8 points C (Average) 7 points D (Below Average) 6 points F (Unacceptable) 0 – 5 points Criterion 1 Description Criterion 2

Continua Model of a GTMJ Christie M, et al. Journal of the Scholarship of Teaching and Learning. 2015;15(5):22-35.

Creating a Rubric 1. Design our own based on outcomes to be assessed. 2. Modify an existing criterion-referenced assessment (rubric) Excellent compilation by Mary J. Allen “Using Rubrics to Grade, Assess, and Improve Student Learning” Another source of rubrics: http://rubistar.4teachers.org Be sure to validate by reviewing the rubric with other faculty or Advisory Committee members. Perform a test case and show inter-rater reliability of the assessment tool.

Research Writing Rubric Criteria Level 4 25 points Level 3 18 points Level 2 10 points Level 1 0 points Score and Feedback Hypothesis, introduction & quality of literature Excellent research statement, introduction and quality of literature reviewed (references). Good research statement and introduction. Mediocre quality of literature reviewed (references) such as too many Internet sources and not enough evidence- based research. Poor research statement and introduction. Poor quality of literature reviewed (references) such as more than 10 years old, or too many Internet sources, or mostly text books and not enough evidence- based research. Lacking research statement and introduction. Poor quality of literature reviewed.   25 points Method of study and body of paper Well done method of study and excellent development of the body of the paper. Used headings to separate major content areas. Good method of study but inconsistent  developm ent of the body of the paper. Poor method of study and inconsistent  developm ent of the body of the paper. Missing method of study and inconsistent  developm ent of the body of the paper.

Discussion / conclusion, abstract Excellent discussion / conclusion that summarizes the major points of the paper, and good abstract (if 20 ref. paper). Good discussion / conclusion but doesn't follow the major points of the paper. Poor discussion / conclusion; summary of major points is unclear. Missing discussion / conclusion.   25 points Excellent discussion / conclusion that summarizes the major points of the paper, and good abstract (if 20 ref. paper). AMA format, spelling/grammar, structure Excellent AMA format, spelling/grammar, structure Good AMA format, spelling/grammar, structure Some errors in format, but less than 2 errors per page related to AMA format, spelling/grammar, structure. Many errors in format, more than 2 errors per page related to AMA format, spelling/grammar, structure. 18 points Good AMA format, spelling/grammar, structure Overall Score A 93 or more B 84 or more C 75 or more D 0 or more Score and Feedback A B C less than acceptable 93 points A - Excellent paper! Overall score will be calculated when all criteria have been assessed.

Practice Choose a project with clear outcomes. Example: Case Study Presentation Write 1 criterion for successful completion of the project. Example: Interpretation of Patient’s Lab Values Define excellence in completing this criterion. Excellent: All pertinent lab values are presented clearly, compared to normal range, and an accurate and comprehensive interpretation of the results are given. Define a very weak or unacceptable characteristic of this criterion. Unacceptable: Missing pertinent lab values, inaccurate interpretation of results. Next define the middle zone: Average and Needs Improvement Assign points to each level. Repeat the process with another criterion.

CoARC Degree Advancement Program Standard: DA3.5 The program must formulate a systematic assessment process to evaluate the expected student learning outcomes (ESLOs) defined in DA3.4. Rubrics must be established for each of the ESLOs and made known to the students prior to their evaluations. Based on the results of the assessment process, the program must make adjustments to the curriculum as needed, but no less than annually. Evidence of Compliance: • Rubrics for all ESLOs included in all course syllabi and in the student handbook; • Annual Report of Current Status (RCS) documenting ESLOs; • Minutes of faculty and advisory committee meetings.

References Christie M, Grainger P, Dahlgren R, Call K, Heck D, Simon S. Improving the quality of assessment grading tools in master of education courses: a comparative case study in the scholarship of teaching and learning. Journal of the Scholarship of Teaching and Learning. 2015;15(5):22-35. doi: 10.14434/josotl.v15i5.13783 Allen MJ. Using rubrics to grade, assess, and improve student learning. From a presentation at Miami- Dade College, March 7, 2014. http://www.mdc.edu/sailearn/documents/4.1%20Rubric%20Workshop%20Handout-Mary%20Allen.pdf Accessed June 8, 2016. ALTEC at University of Kansas. Rubistar. Create Rubrics for Your Project-Based Learning Activities. http://rubistar.4teachers.org/index.php Accessed May 31, 2016. Commission on Accreditation for Respiratory Care. Accreditation Standards for Degree Advancement Programs in Respiratory Care. 2015. http://www.coarc.com Accessed June 8, 2016.