2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 1 Rubrics And Online Assessment Judi Baron Mike Keller

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 2 Rubrics Defined  A rubric is an authoritative rule – an explanation or introductory commentary. As applied to assessment of student work, a rubric reveals the scoring ‘rules’. It explains to students the criteria against which their work will be judged.  More importantly it makes public key criteria that students can use in developing, revising and judging their own work. Huba M & Freed J (2000) Learner-Centered Assessment on College Campuses, Allyn & Bacon

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 3 Rubrics to promote learning Rubrics give genuine feedback to students by revealing : – assessment criteria and standards that enable self assessment – the consequences of remaining at their current level of skill or knowledge – information about how to improve, if needed

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 4 Structure of a Rubric CriterionExemplaryGoodPoor AccuracyAll information is accurately reported using appropriate terminology so the information is reliable. The information is accurate, but imprecise language could lead a reader to misinterpret aspects of the text Although the gist of the information is correct, there are problems with the interpretation of it. A reader can be misled by the text.

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 5 Exemplars  Annotated examples of past student work to support Rubrics  ‘Insert comment’ feature of Microsoft Word  Evolve over time

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 6 Promote Learning Through Assessment  Within higher education generally, few courses make use of online discussion boards.  Collaborative and interactive activities in online discussions can integrate learning and assessment.

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 7 Case Study – Insect Behaviour  RUBRICS AND EXEMPLARS: a solution to a need for a quick and informative marking scheme for an assignment which incorporated group online discussions?  AIM: to promote skills in critical thinking, literature research & written communications  PILOT: small class

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 8 Structure – Week 1  Face-to-face information session  Discussion topics numbered and chosen by drawing a random number  Handout: topic title, brief description of background, statement of problem, two key references  Face-to-face group workshop  Recorder posted summary of initial workshop to online group discussion board

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 9 Structure – Next 3 Weeks  Group online discussion over next 3 weeks  Expectations: minimum of one contribution each per week  Conclusion: Face-to-face workshop to discuss topic, identified gaps and consolidate discussions  Each student wrote a one-page report and submitted via  All reports posted online

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 10 Support for students  Instructions and topic descriptions online prior to initial workshop  “How to Get Higher Marks” tips  Instructional Rubrics  Exemplars – annotated examples of previous student work

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 11 Feedback to students  Standard mark sheet and annotated version of contribution  Minimum amount of time spent in completing a mark sheet  Significant increase in marks during the 3-week course of discussion

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 12 Student Evaluation Anonymous online survey  >75% positive impression of online discussion, clear instructions and expectations  88% of students consulted online Tips  Only 38% considered rubrics & exemplars assisted them to prepare and assess their contributions before submission  88% satisfied with feedback on work  Only 38% thought rubrics helped them to interpret their marks

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 13 Reflections  Rubrics & exemplars worthwhile part of instruction and marking  Writing rubrics was challenging  Support materials substantial and appreciated by students  Rubrics may be improved by simplification  Involve students in development of rubrics using exemplars