Effective Grading: Rubrics as Tools for Grading Presented by Alix Darden Adapted from a presentation by: Spencer Benson, Director Center for Teaching Excellence University of Maryland

7 Principles for Good Practice (Chickering & Gamson, 1987) 1.Encourages student-faculty contact 2.Encourages cooperation among students 3.Encourages active learning 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations 7.Respects diverse talents and ways of learning

Watch the Following Video  The video is of a persuasion speech  URL =  Give the Presentation a letter grade

Collection of Scores ABCDFABCDF

What are Rubrics  Tools for assessment management  Helps keep grading consistent  Save time  Promote student learning  Convey feedback  Help students understand what is expected  Help students understand their grade

Why use a rubric?

Why Use a Rubric?  Saves time and effort  Refines and improves one’s teaching  Allows for increased consistency of grading  Provide timely feedback to students  Helps prepare students to use feed back  Facilitates communication about assignments and criteria (transparency)  Enhances student learning and engagement

Examples of Rubrics

What is wrong with this rubric rubric

Collection of Responses  “What’s Wrong” 1. Nothing 2. Too few traits 3. Too many traits 4. Too few levels 5. Too many levels

Why is this one better?

The Nature of the Rubric is Essential  With the first rubric: A diverse panel of faculty scored samples of student writing. We observed a wide range of differences in scores, e.g. for the same item  With the second rubric: A diverse panel of graduate students gave consistent scoring of a large sample of similar student writings

Rubric Help Student Learning When students know what is expected the work product is often better  Better student products = easier grading When student understand the grading criteria there are less complaints  Less student complaints = more time

Lets Watch the Following Video Again  This time use the supplied rubric (handout, white paper) to assign a score 0-100

Rubric for Scoring The Speech TOTAL SCORE = accumulated points X ________________________ 15 X 5 = = 85

Rubrics allow faster grading Rubrics allow for peer review Rubrics allow you to look at specific components of student learning

Constructing a Rubric 1)Reflect  What do you want from the students, e.g. what is goal of the assignment/assessment? 2)List  The specific criteria/objectives 3)Group and Label  Group similar objectives 4)Apply  Develop the rubric 5)Refine  Adjust the rubric

A Three Level Rubric DimensionsExemplaryCompetentDeveloping The things that you are looking for Content Presentation Analysis

A Three Level Rubric DimensionsExemplaryCompetentDeveloping Knowledge and Understanding 30% 0-30 points Thinking/Inquiry 30% 0-30 points Grammar/Writing 20% 0-20 points Creativity/Innovation 20% 0-20 points

A Three Level Rubric DimensionsExemplary Do this first 1 Competent Then do this one last 3 Developing Do this next 2 Relevant Content PrefectAdequateAwful Clear Argument Conclusion Citations

On-Line resource Rubistar RubiStar

Things to Consider  Adapt existing rubrics  Use the rubric as a short cut to reduce grading time  Check boxes  Circle the characteristics  Provide the rubric with the assignment  Makes grading more transparent  Helps students know what is expected  Involve students in developing the rubric

Resources  The Effects of Instructional Rubrics on Learning to Write   Scoring rubrics: what, when and how?  Scoring rubrics: what, when and how?. Moskal, Barbara M. Scoring rubrics: what, when and how?. Moskal, Barbara M.  Create Your Own Rubrics Online  RubiStar RubiStarhttp://rubistar.4teachers.org/index.php  Rubrics Generator (free) 

Reflections  How might you use rubrics in your SoTL project?  Where in your assessment of student learning would a rubric help you determine what learning is and is not developing in the students?