1. Rubric Exercises PERFORMANCE RATING PERFORMANCE CRITERIA Beginning 1 Developing 2 Accomplished 3 Content Diagnosis (Application & Analysis) PERFORMANCE DESCRIPTORS Explanation (Knowledge & Comprehension ) PERFORMANCE DESCRIPTORS Treatment (Evaluation) PERFORMANCE DESCRIPTORS Management (Creation) PERFORMANCE DESCRIPTORS Format AMA Style PERFORMANCE DESCRIPTORS

2. Rubric Examples Sample rubric What are the problematic areas? How does it need to be revised?

3. Sample Case Study Rubric – Student Creation LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 EngagementPresentation involves audience, allowing time for audience to think and respond. Audience is involved, however, processing or response time is limited. Audience is involved but inadequate processing or response time is provided. Speaker does not involve audience. ContentIncidents are interesting and realistically portrayed Incidents are interesting but not realistically portrayed Incidents are realistically portrayed but not interesting. Incidents are neither interesting, nor realistically portrayed. Writing Skills Writing is totally free of errors There are occasional errors. There are more than occasional errors Errors are frequent

4. #1 – Engagement What are the problematic areas? How does it need to be revised? LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 EngagementPresentation involves audience, allowing time for audience to think and respond. Audience is involved, however, processing or response time is limited. Audience is involved but inadequate processing or response time is provided. Speaker does not involve audience.

5. #1 – Engagement Problematic Area: Clearly defined criteria; what does ‘inadequate’ and ‘limited’ mean? Levels 2 and 3 are similar; distinguish using above suggestion Wording is not consistent across all levels of mastery Suggested revision: Provide a unique, concrete description of each criteria consistently across all levels of mastery LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 EngagementPresentation involves audience, allowing time for audience to think and respond. Audience is involved, however, processing or response time is limited. Audience is involved but inadequate processing or response time is provided. Speaker does not involve audience.

6. #1 – Engagement LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 EngagementPresentation involves audience, allowing time for audience to think and respond. Audience is involved, however, processing or response time is limited. Audience is involved but inadequate processing or response time is provided. Speaker does not involve audience. LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 EngagementSpeaker involves audience, and provides time for audience to think and respond to all of the posed questions. Speaker involves audience, but provides time for audience to think and respond to some of the posed questions. Speaker involves audience, but does not allow time for audience to think and respond. Speaker does not involve audience. Original Suggested

7. #2 – Content What are the problematic areas? How does it need to be revised? LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 ContentIncidents are interesting and realistically portrayed Incidents are interesting but not realistically portrayed Incidents are realistically portrayed but not interesting. Incidents are neither interesting, nor realistically portrayed.

8. #2 – Content LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 ContentIncidents are interesting and realistically portrayed Incidents are interesting but not realistically portrayed Incidents are realistically portrayed but not interesting. Incidents are neither interesting, nor realistically portrayed. Problematic Area: Clearly defined criteria; what does ‘interesting’ mean? Clarify priority of portrayal and interest; is one more important? Suggested revision: Provide a concrete description of each criteria consistently across all levels of mastery

9. #2 - Content LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 ContentIncidents are interesting and realistically portrayed Incidents are interesting but not realistically portrayed Incidents are realistically portrayed but not interesting. Incidents are neither interesting, nor realistically portrayed. LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 ContentIncidents target key areas of importance to the case, and are realistically portrayed. Incidents target key areas of importance to the case, but are not realistically portrayed. Incidents do not target key areas of importance to the case, but are realistically portrayed. Incidents do not target key areas of importance to the case, nor are they realistically portrayed. Original Suggested

10. #3 – Writing Skills What are the problematic areas? How does it need to be revised? LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Writing skills Writing is totally free of errors There are occasional errors. There are more than occasional errors Errors are frequent

11. #3 – Writing Skills LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Writing skills Writing is totally free of errors There are occasional errors. There are more than occasional errors Errors are frequent Problematic Area: Clearly defined criteria; what does ‘occasional’, ‘frequent’ and ‘more than’ mean? Criteria category accurately defined; are ‘writing skills’ what errors refer to? Suggested revision: Provide a concrete description of each criteria consistently across all levels of mastery Clarify criteria category so that it is accurately supported by its descriptors

12. #3 – Writing Skills LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Writing skillsWriting is totally free of errors There are occasional errors. There are more than occasional errors Errors are frequent LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Format Paper does not contain any grammatical and/or spelling errors. Paper contains 1-2 grammatical and/or spelling errors. Paper contains 3-4 grammatical and/or spelling errors. Paper contains 5 or more grammatical and/or spelling errors. Original Suggested

13. More Information… Rubric Exercises http://digitalcommons.hsc.unt.edu/rubric/ Christine Savi, PhD CLD & QEP: Assessment 817.735.2942