1. Rubrics, Rubrics, & More Rubrics
Introduction to Rubrics. Stevens & Levi. 2005

2. Grading – A Real Story
Grade two papers using the assessment criteria provided.
Give each paper a numeric grade
Which paper received a higher grade?
Why?

3. Why use Rubrics? Provide timely feedback
Prepare students to use feedback
Encourage critical thinking
Facilitate communication with students
Level the playing field

4. I don’t need one of those…. Do i?
Rubric? Huh?
I don’t need one of those…. Do i?

5. Types of Rubrics – Holistic vs Analytical

6. General vs. Task-Specific
General rubrics contain criteria that are general across tasks.
Advantage: can use the same rubric across different tasks
Disadvantage: feedback may not be specific enough
Task specific rubrics are unique to a specific task.
Advantage: more reliable assessment of performance on the task
Disadvantage: difficult to construct rubrics for all specific tasks

7. Description of the Dimensions.
Rubric Components
Oral Presentation Rubric
Category 3 2 1
Focus on topic
Content
Enthusi-asm
Eye Contact
Technology
Generaliz-ability
Time Limit
10-20 mins
7-9 mins
5-6 mins
Less than 5 or more than 20
Task description
Scale
Dimensions
Description of the Dimensions.

8. Examples derived from sources cited on last slide.
#1 Task Description
Presents a thorough description of the paper, presentation, lab, film, etc.
Situates assignment in the desired learning outcomes of the course
Sample Description:
Each student will make a 20-minute presentation on the economic, social, and political changes in the Harrisonburg community, choosing a decade upon which to focus. The student may focus the presentation in any way s/he wishes, but there needs to be a stated thesis and inclusion of photographs, maps, graphs, and/or other visual aids.
Examples derived from sources cited on last slide.

9. #2 Scale 3 level: excellent, competent, needs work
4 level: exemplary, proficient, marginal, unacceptable
Excellent
Competent
Needs Work
Dimension 1
Dimension 2
Dimension 3
Dimension 4
Dimension 5

10. #3 Dimensions
Presents skills, knowledge, and abilities comprising the assignment
Ascribes percentage points to each dimension
Excellent
Competent
Needs Work
Knowledge/ understanding
(20%)
Thinking/
Inquiry
(30%)
Communication
Use of visual aids (20%)
Presentation skills (10%)

11. #4 Description of the Dimensions
Excellent
Competent
Needs Work
Communication
20%
The presentation is imaginative and effective in conveying ideas to the audience. The presenter responds effectively to audience reactions.
Presentation techniques are effective in conveying ideas, but a bit unimaginative and some questions from the audience remain unanswered.
The presentation does not capture the interest of the audience and/or is confusing in what is to be communi-cated by the thesis.
Presentation Skills
10%
The presenter speaks clearly and loudly enough to be heard, using eye contact, a lively tone, gestures, and body language to engage the audience.
The presenter speaks clearly and loudly enough to be heard but tends to drone or fails to use eye contact, gestures, and body language effectively.
The presenter cannot be heard or speaks unclearly. No attempt to engage the audience through eye contact, gestures, etc.
Offers a description of the highest level of expectation; each level down shows the difference between that level and the ideal
Places emphasis on possibility over failure

12. Building a Rubric
Reflecting
Listing
Grouping & Labeling
Application