1 Rubrics cubed! The benefits of assessment rubrics for learners, teachers and assessors.

What problems can you see? TOTALMARKERCOMMENT 90CVery good 85AGood but… 81A- 79BExcellent 72BVery well done 52CGood however… What is better than excellent? Is very good 70 or 90? What is excellent? Is good 50 or 80? Lack of common understanding Lack of common standards Lack of clarity Lack of usefulness for learning Lack of common understanding Lack of common standards Lack of clarity Lack of usefulness for learning

What is a rubric? A grid that clearly shows the different aspects of a piece of work that will be assessed (criteria) describes what a students must do in order to meet that criteria (descriptors) determines different levels of achievement (bands)

3 criteria 21 point scale (LSH) Bulleted descriptors Bolded key language 9 bands

A SOLUTION FOR… Teachers Clarity of terminology Useful teaching tool Specific common teaching objectives Markers/institution Standardisation of assessment decisions Justification of assessment decisions Equity in feedback to learners Learners Where they need to go (ILOs) Where they are (diagnostic feedback) How to move forward (formative feedback)

Self/peer evaluation Consider each other’s marking criteria in the light of what we have said today? Two pluses and a wish OR Encourage Question Suggest

Online marker training Training before standardisation Instant feedback to marker Identification of hawks and doves Swifter, more focussed and less heated face to face standardisation meeting Demo

Teaching & Learning Embed terminology in schemes of work Learners summarize rubrics for their use Peer evaluation Marking exemplars with rubrics (Hendry et al) Self assessment pre-submission Accessing the online marker training database Using detailed feedback to focus future work Evidence for reflections on learning

Conclusion

Thank you for your attention Maxine Gillway position Language Center Masaryk University Komenského nám. 2, Brno phone: web: DEFINITIONS