Constructing Good Courses : Designing Rubrics Jodi Welsch CTEAG Sessions 2008

Questions What is a rubric? When should I use a rubric? How can I develop a rubric? How can a rubric help me, as an instructor? How can a rubric help my students?

What is a Rubric? A set of explicit expectations or criteria –Description of varying levels of performance Systematic method of scoring student work –Increases reliability and validity of course assessments

Holistic Rubric Exemplary = 24Proficient = 22Acceptable= 20Weak= 18Unacceptable = 16 The presentation addresses the assigned genre. The genre is introduced with a clear definition. All characteristics of the genre and any subcategories are identified and explained. Multiple examples are used to illustrate the genre. A variety of suggestions are provided regarding use of the genre in the classroom. A bibliography 10 books from the genre is provided in correct APA format. The presentation is well- organized, well-written and visually attractive. The presentation addresses the assigned genre. The genre is defined. Characteristics and subcategories are identified and explained. At least 2 examples of the genre are presented. At least 2 suggestions for classroom use included. A bibliography of 10 books is provided. The presentation addresses the assigned genre. The genre is defined. Characteristics and subcategories are identified. An example of the genre is presented. A suggestion for classroom use is included. A bibliography of less than10 books is provided. The presentation addresses the assigned genre. Characteristics or subcategories are identified. The presentation lacks examples or instructional suggestions. A partial bibliography is provided. The presentation does not address the assigned genre. Characteristics or subcategories of the genre are not clearly identified. Examples and instructional suggestions are not included. A genre bibliography is missing.

Analytic Rubric Category(Exemplary ) 4(Good) 3(Marginal) 2(Unacceptable) 1 Quality of InformationInformation clearly relates to the main topic and adds new concepts, information. It includes several supporting details and/or examples. Consistently establishes source documentation for ideas. Information clearly relates to the main topic. It provides at least 1 supporting detail or example. Occasionally provides documentation. Information clearly relates to the main topic. No details and/or examples are given. Provides documentation when requested. Information has little or nothing to do with the main topic or simply restates the main concept. It does not advance the discussion. Does not provide documentation for sources. Critical ThinkingEnhances the critical thinking process consistently through reflection and questioning of self and others; is a quality response that advances thoughts forward; adds to the discussion/ is a critical response. Some critical thinking and reflection is demonstrated in discussion by the writer/responder Responds to questions but does not engage in premise reflection Does not respond to questions pose by the facilitator. CollaborationEncourages and facilitates interaction among members of the online community. Reflects and evaluates own practices. Encourages colleagues to evaluate their teaching. Responds to other members of the online community. Reflects on own practices. Limited interactions or responses to other members of the online community. Responds to the discussion facilitator only. No interaction with peers Professional LanguageProfessional vocabulary and writing style are used consistently throughout the discussion. Professional vocabulary and writing style are used frequently throughout the discussion. Professional vocabulary and writing style are used occasionally throughout the discussion. Professional vocabulary and writing style are not used. TimelinessOne thread and two responses posted within time frame One thread and one response on time. One response late Thread or two responses late. Thread and responses late

Five Reasons to Use Rubrics 1.Rubrics tell students they must do a careful job. Information on the expected quality of the task performed is given to students. 2.Rubrics set standards. Students know in advance what they have to do to achieve a certain level. 3.Rubrics clarify expectations. When levels are described in clear language, everyone knows what is required. The quality of student work will improve. 4.Rubrics help students take responsibility for their own learning. Students use rubrics to help study information the teacher values. 5.Rubrics have value to other stakeholders. Anyone (including colleagues, parents and community members) seeing a rubric and a student score based on that rubric knows what content was mastered by that student.

When to use a Rubric? Performance assessment –Product or performance that requires student to demonstrate learning Examples –Written compositions –Oral presentations –Projects –Problem-solving activities –Visual products –Performances

Developing a Rubric Task Criteria Levels of Performance Share Evaluate

Task Does the task truly match the outcome(s) you're trying to measure? Does the task require the students to use critical thinking skills? –Consider Bloom’s Taxonomy Is the task a worthwhile use of instructional time? Does the assessment use engaging tasks from the "real world”? Are the tasks fair and free from bias? Will the task be credible? Is the task feasible? Is the task clearly defined?

Task Description To ensure clarity, task descriptions for students should include: –outcome(s) –clear instructions –assessment conditions –resource materials –format of response ( e.g., oral report, written report) –scoring criteria

Goal –Students will communicate information and ideas effectively. Learning Objective –Students will demonstrate the ability to write clear, concise explanation of concepts, using correct grammar, syntax, spelling and word usage. Activity –Write a summary report on an article. Task Description –This assignment will require you to demonstrate your ability to write clear, concise explanation of concepts, using correct grammar, syntax, spelling and word usage. –You will select an article related to our current class topic from a peer-reviewed journal. After reading the article, you will write a report that summarizes the major concepts of the article. –This summary should be at least 3 pages long and should be submitted to Blackboard by Friday. Using the rubric, it will be scored based on your explanation of the concepts and the quality of your written work.

Criteria Identify the expected elements within this task Identify possible levels of performance –3-5 are typical Craft descriptions –Exemplary work –Lower levels

Task Description –This assignment will require you to demonstrate your ability to write clear, concise explanation of concepts, using correct grammar, syntax, spelling and word usage. You will select an article related to our current class topic from a peer-reviewed journal. After reading the article, you will write a report that summarizes the major concepts of the article. This summary should be at least 3 pages long and should be submitted to Blackboard by Friday. Using the rubric, it will be scored based on your explanation of the concepts and the quality of your written work. What are the criteria that will be examined in this assignment? Will the rubric be holistic or analytic? How many levels of performance? What would different levels of performance look like? –Exemplary work?

CATEGORYAdvanced = 3Proficient = 2Basic = 1Unacceptable = 0 SourcesAll sources (information and graphics) are accurately documented in the desired format. The article selected is closely related to the current topic. All sources (information and graphics) are accurately documented, but a few are not in the desired format. The article selected is related to the current topic. All sources (information and graphics) are accurately documented, but many are not in the desired format. The relationship between the article and the current topic is limited. Sources are not accurately documented, The article is not related to the current topic. Quality of Information Information from the article is clearly summarized. The main concepts and several supporting details are included..Clear and concise language is used to explain the concepts. Information from the article is summarized. The main concepts and 1-2 supporting details are included. The concepts are explained. Information from the article is limited. The main concept is explained. No details are given. Information has little or nothing to do with the article. MechanicsNo grammatical, Spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Created using RubiStar ( )

Sharing Rubrics A rubric can be a powerful communication tool. –Self –Students –Colleagues Task descriptions and rubrics should be shared with students before assessment

Evaluating Rubrics Use for student self assessment Revisions –How did the rubric reflect: Course goals? Dimensions of student performance? Clear expectations? –Could the rubric be used easily by others? – Was the rubric effective in measuring learning goals?

Answers What is a rubric? When should I use a rubric? How can I develop a rubric? How can a rubric help me, as an instructor? How can a rubric help my students?

Web Resources Rubistar Teach-nology Scholastic Kathy Schrock’s Guide for Educators ASU Assessment Web loadframeshttp://universityevaluation.asu.edu/fmi/iwp/cgi?-db=LCE_tools&- loadframes

Resources Andrade, H., & Du, Y. (2005). Student perspectives on rubric- referenced assessment. Practical Assessment, Research and Evaluation, 10, 3.Student perspectives on rubric- referenced assessment. Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57, Using rubrics to promote thinking and learning. Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin Press. Montgomery, K. (2001). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50, Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. Stevens, D. & Levi, A. (2005). Introduction to rubrics. Sterling, VA: Stylus Publishing.