1. Tia Juana Malone, English Professor Ruth Ronan, Course Developer Assessment Strategies That Promote Student Engagement

2. Differentiate between Likert scales, holistic rubrics, and analytic rubrics. Provide examples of situations for using these assessment instruments to increase student engagement. Support rubrics as an unbiased assessment tool that promotes inclusiveness. You will be able to…

3. What is a rubric?

4. A way to grade student work Describes the assignment or task laid out on a grid Divides an assignment into its component parts Describes levels of performance for each of its parts

5. Warm-Up Activity Do you need a rubric? If you agree with at least three of the statements on the checklist, you need a rubric

6.  Support communication between teacher and student  Increase student learning through better, more timely feedback  Increase motivation making expectations clearer  Engage students to become more self-directed learners  Improve communication with tutors, the writing center, and peers. Effects of Rubrics on Students Students LOVE rubrics!

7. Is it time for vacation? Likert Scale

8. Holistic Rubric Holistic or scoring guide rubrics assess student work as a whole

9. Analytic Rubric Analytic rubrics identify and assess components of a finished product

10. Stage 1: Reflecting Reflect on what we want from students, why we created this assignment, previous experience, and on our expectations. Stage 2: Listing Focus on the particular details of the assignment and on learning objectives. Stage 3: Grouping and Labeling Group similar expectations together to form rubric dimensions. Stage 4: Application Apply dimensions and description from Stage 3 to the final grid format of the rubric. 4 Key Stages of Rubric Construction Stage 1: Reflecting Stage 2: Listing Stage 3: Grouping and Labeling Stage 4: Application Reflecting Listing Grouping and Labeling Application

11. 4 Basic Parts of a Rubric 1.Task description 2.Scale or levels of performance 3.Dimensions 4.Description of the dimensions Title Task Description: Scale Level 1 Scale Level 2Scale Level 3Scale Level 4Score Dimension 1 Dimension 2 Dimension 3 Dimension 4 Dimension 5

12. The Task Description  Involves a “performance” by the student.  Can take the form of a specific assignment, such as a paper, poster, or presentation.  Can apply to overall behavior, such as participation, proper lab protocols, and classroom expectations. Title Task Description:

13. Exemplary 4 Accomplished 3 Developing 2 Beginning 0-1 Score The Grading Scale Labels Title Task Description:  Describe how well or poorly any given task has been performed.  There is no set formula for the number of levels, but 3-5 levels is most common.  Terms used to describe the level of performance should be tactful but clear.

14. Exemplary 4 Accomplished 3 Developing 2 Beginning 0-1 Score Connections to Experience Connections to Discipline Transfer Integrated Communication Reflection and Self-Assessment The Dimensions Title Task Description:  Lay out the parts of the task simply and completely.  They should outline the type of component skills students must combine in a successful scholarly work.  Dimensions should not include any description of quality of performance.

15. Exemplary 4 Accomplished 3 Developing 2 Beginning 0-1 Score Connections to Experience Compares life experiences and academic knowledge to infer differences… Developing ability to compare life experiences and academic knowledge to infer differences… Identifies connections between life experiences and those academic texts and ideas… Makes few or no connections between life experience and academic texts and ideas… Connections to Discipline Independently, presents examples, facts, or theories from more than one field… When prompted, presents examples, facts, or theories from more than one subject, field of… When prompted, consistently presents evidence showing a connection with another subject… Is unable to consistently present evidence to support connections to subject or fields of study or… Transfer Uses skills, abilities, theories, or methodologies gained in one situation… Developing ability to apply learning from one situation to a new situation to contribute… Uses, in a basic way, skills, abilities, theories, or methodologies gained in one… Inadequately applies skills and knowledge across situations explained in texts or discussions. Integrated Communication Fulfills the assignment(s) by choosing a format, language, or graphic that … Developing ability to fulfill assignments by choosing a format, language, or graphic… Fulfills the assignment(s) (i.e. to produce an essay, a poster, a video, a PowerPoint… Assignments are incomplete and poorly executed. Reflection and Self-Assessment Articulates by using a new thought, idea, opinion or remark the strengths… Sometimes articulates strengths and challenges in assignments/discussions… Describes own performances with general descriptors of success and failure. Unable to identify behaviors that may have resulted in success or failure. Dimension Descriptions Title Task Description: GRADING KEY A3.7 – 4.0 B2.7 – 3.6 C1.7 – 2.6 D1 – 1.6 F0

16. Dimension Descriptions  A rubric should contain a description of the highest level of performance.  Subsequent levels describe the difference between that level of performance and the ideal.  The last level places the emphasis on what might have been accomplished but was not.

17. iRubric www.irubric.com Rubistar rubistar.4teachers.org Moodle 2.0 http://docs.moodle.org/23/en/Rubrics Online Rubric Tools

18. Let’s Brainstorm a Rubric!

19. Stevens, D. D. (2012). Workshops: Rubrics for Teaching, Rubrics for Learning PowerPoint. Retrieved May 5, 2012, from Introduction to Rubrics: oit.wvu.edu/training/classmat/ppt Stevens, D. D., & Levi, A. J. (2005). Introduction to Rubrics. Sterling: Stylus. Works Cited