SHOW US YOUR RUBRICS A FACULTY DEVELOPMENT WORKSHOP SERIES Material for this workshop comes from the Schreyer Institute for Innovation in Learning

Presenters Mary Lynn Brannon, IDS, Worthington Scranton Jackie Ritzko, IDS, Hazleton

Rubric Questions What is a rubric? Systematic scoring guideline What does a rubric help you do? Evaluate student’s performance How does a rubric work? Uses a detailed description of performance standards

Questions Rubrics Help Answer What criteria should be used to judge performance What does successful performance look like? How are levels of quality described and distinguished from each other

How do Rubrics Enhance Student Learning? If students know the performance expectations ahead of time, they will be more motivated to reach those standards By involving students in the construction of rubrics, the assignment will be more meaningful to students

Why use rubrics? To provide consistent scoring across all students To provide students with greater awareness of performance expectations To improve student performance

Beginning 1 Developing 2 Accomplished 3 Exemplary 4Score Stated objective or performance Description of identifiable performance characteristic reflecting a beginning level of performance Description of identifiable performance characteristics reflecting development and moving toward mastery Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. TOTAL What Could a Rubric Contain? Scale of points Descriptors for performance levels

Types of Rubrics – General Contain criteria that are general across tasks Advantage same rubric can be used across different tasks Disadvantage feedback may be too general

What Type of Rubric works best for your purposes? General Assess reasoning, skills, products Student tasks differ

General or Generic Rubric LevelMeaningComments Excellent Meets standards of excellence; exemplary performance; shows creativity. A real “WOW”! Proficient Acceptable, solid performance/understanding. A “Yes”. Adequate Just meets acceptable standards. Emerging understanding, errors present, grasp is not thorough. On the right track. Limited Not meeting acceptable standards, makes attempts but has serious errors or misconceptions. Some bases to expect improvement.

Types of Rubrics – Holistic Single score based on overall impression of performance on a task Advantages quick scoring, overview Disadvantages detailed information not provided

What Type of Rubric works best for your purposes? Holistic Single dimension adequate to define quality Quick snapshot of achievement May want to use for minor assignments Also use for assignments where criteria are interdependent

Holistic Rubric for Assessing a Project “A”:All project goals fully explained. Demonstrates clear thinking. Work complete and accurate. “B”: Project goals substantially achieved. Good understanding of concepts. May contain minor misunderstanding of content, errors, some weaknesses. “C”: Goals partially achieved. Limited grasp of ideas and requirements. Some work incomplete and/or unclear. “D”: Little progress toward accomplishing project goals. Either lack of understanding and/or effort.

Types of Rubrics – Task specific Unique to a specific task Advantage more reliable assessment Disadvantage difficult to construct rubrics for all tasks

What Type of Rubric works best for your purposes? Task Specific Assess knowledge Scoring consistency is critical

Task-Specific Rubric Provides clear drawing of switch with main parts labeled. Yes / No Provides clear description of how the switch works. Yes / No Provides switch modification design specifications. Yes / No Switch can be operated by person with no hands. Yes / No

Types of Rubrics – Analytic Provide specific feedback along several dimensions Advantages detailed feedback consistent scoring across students and graders Disadvantages time consuming to score

What Type of Rubric works best for your purposes? Analytic Relative strengths and weaknesses Detailed feedback Assess complicated skills or performance Student self-assessment of understanding or performance

Analytic Rubric for Assessing a Research Project Criteria123 Number of Sources Historical Accuracy Many inaccuracie s Few inaccuracies No inaccuracies BibliographyContains little information Contains most relevant information All relevant information included

Making the Choice What are the central features? Does the rubric “fit” student work? Does the rubric “fit” your work efficiency vs. effectiveness. Is it useful to teacher and student? Does the rubric address teaching goals and intended instructional outcomes? “Steal” from friends, colleagues, web sites. Be creative, mix/match, combine rubrics. Expect adjustments and redesign.

Involving Students in Rubric Development Clearly define the assignment Give guidelines on how to create a rubric Provide key components of assignment Suggest type of rubric to create

Involving Students in Rubric Development Work in teams or as a whole class Teams Use team based rubrics Class discussion to reach consensus on selecting one rubric for all

Involving Students in Rubric Development Ease development Provide examples of rubrics Provide a template Examples of previous student work Alternative to creating rubrics Ask for feedback on or add more detail to existing rubrics

Wrap Up Assessment Handouts Evaluation