Rubrics as Pedagogical Tools Ben Peterson UTLC Teaching Innovations Office

Rubrics as Pedagogical Tools Basics of Rubrics For Instructors and Students Transparent, Intentional Design through Rubrics Bright Lines and Authentic Assessment Beyond Rubrics as Generic Assessment “Dogfooding” a Rubric Rubrics and Canvas

Basics of Rubrics Dimensions and Scales Flexibility of Standards Upfront Communication Balance Detail and Clarity

Types of Rubrics Holistic v Analytic v Single-Point General v Task-Specific Summative v Formative

Fears about Rubrics Upfront Costs Formulaic In, Formulaic Out Lack of Comfort and Familiarity Binding Constraints

You Idiots! We’ve all got swords!

Fears about Rubrics Are there any fears, concerns, or negative experiences that you have had related to the use of rubrics in a course? How were you able to overcome those fears/concerns/negative experiences?

Instructors and Students For Instructors: Simple, Systematic, and Consistent Transparency and Expressed Intentionality Reflective Design For Students: Clarity in Communication of Standards Matching Feedback to Level of Attention An Invitation for Detail

Transparent, Intentional Design Learning Objectives and Backward Design Standards for Competency and Mastery Consistency and Predictability Encourages Adopting the Perspective of the Learner

Bright Lines and Authentic Assessment Facilitating Complexity in Assignment Design Authentic Assessment, Novelty, and the Need to be Explicit Assuages Concerns in Connecting Task to Assessment Requires Pervasive and Intentional Use

Beyond Rubrics as Generic Assessment The Importance of Presentation The Rhetoric of the Form Rubrics as Invitations Single-Point Rubrics as Hybrids Peer Assessment Instructor- or Peer-generated Self-Assessment

“Dogfooding” a Rubric “Dogfooding” in Silicon Valley: Using your own product to test it in real-life scenarios before presenting it to others and to demonstrate confidence Quasi-Dogfooding: Use your rubric to assess a similar assignment from a previous course/semester Is the rubric consistent with your prior grading? Does it permit or restrict what is most important to the task and learning goals? Are you happy with what the dimensions and scales communicate? If not, iterate!

Rubrics and Canvas

Rubrics and Canvas

Rubrics and Canvas

Rubrics and Canvas

Rubrics and Canvas

Additional Resources and References AACU VALUE Rubrics: www.aacu.org/value TLT Group: www.tltgroup.org/resources/rubrics Stevens, Dannelle D., and Levi, Antonia J. Introduction to Rubrics (2nd ed.). Sterling, VA: Stylus Publishing, 2013. Gonzalez, Jennifer. “Know Your Terms: Holistic, Analytic, and Single-Point Rubrics.” Cult of Pedagogy. May 1, 2014. https://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/ Fluckiger, Jarene, "Single Point Rubric: A Tool for Responsible Student Self- Assessment" (2010). Teacher Education Faculty Publications. 5. Retrieved from http://digitalcommons.unomaha.edu/tedfacpub/5

Discussion: Holistic, Analytic, and Single-Point Can you think of assignments (or assignment types) in your courses for which each of these types of rubrics would be a better fit? What are the advantages of that type of rubric? What would you need to attend to when presenting the assignment and rubric?