1. BRIGHAM YOUNG UNIVERSITY DAN CHANDLER CYNTHIA WONG FARRIS CHILD Unleashing the Power of Rubrics in Assessment

2. Session Outcomes Participants will: Use a rubric to evaluate an advising scenario. Learn basic components of a rubric. See examples of rubrics. Work with a small group to create a rubric. Learn pit-falls and concerns of the rubric- creation process. DD

3. Scenario What are four of the basic graduation requirements?  Students Must have 120 total credits  Students Must complete Major Requirements  Students Must complete GE Requirements  Students Must have a 2.0 minimum overall GPA DD

4. Outcomes at Play in Scenario The student can articulate the four graduation requirements. The advisor can explain the four graduation requirements. The advisor responds to student’s questions with respect. DD

5. Evaluation Rubric Criteria1234 1. The advisor can explain the four graduation requirements. Cannot explain any requirements. Can explain at least one requirement. Can explain most of the requirements. Can explain all requirements. 2. The advisor responds to student’s questions with respect. Advisor does not respond to questions with respect. Advisor responds to questions with some respect. Advisor mostly responds to questions with respect. Advisor always responds to questions with respect. For any answer less than four please explain why you chose the option you did: 1._______________________________________________________ _______________________________________________________ _______________________________________________________ 2._______________________________________________________ _______________________________________________________ _______________________________________________________ DD

6. Evaluation Rubric The student can articulate the four graduation requirements. YesNo Students must have 120 Credits: Students must complete major requirements: Students must complete GE Requirements: Students must have a 2.0 minimum overall GPA: DF

7. Rubrics Definition:  “A rubric is a scoring tool that lists the criteria…, or ‘what counts’ (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor.” (Andrade, 2014; Emphasis and Underlining Added) FF

8. Criteria Gradation of Quality What is it that you want to evaluate?  Outcomes  Features/Actual Physical Characteristics  Steps in a process  Desired Qualities What is it that makes this bad, good, or a combination of both?  Good to bad and steps in between  Different components which could be displayed  Combining multiple things into one easily marked response Two parts of a rubric FD

9. Examples of Rubrics Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc. DD

10. Examples of Rubrics Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc. DD

11. Evaluation Rubric Please mark how well the student explains each requirement Cannot List Can List but not explain Can Explain Students must have 120 Credits: Students must complete major requirements: Students must complete GE Requirements: Students must have a 2.0 minimum overall GPA: DF

12. Examples of Rubrics Portion of Brigham Young University Advisor Grid, Revised July 2013 FF

13. Examples of Rubrics BYU Life Sciences Student Services FC

14. Some Ideal Times to Use A Rubric Employee Evaluation Training (Shows Criteria) Student Learning Student Satisfaction Program Evaluation Coding Open-Ended Questions into more manageable data-sets CC

15. Steps to creating a rubric Step 1: Determine which criteria (we recommend that you use outcomes wherever possible) you want to evaluate and break them into measureable and observable pieces. Outcomes Students will articulate the required courses for their major Students will comprehend the reasoning behind the graduation requirements Students will enroll in appropriate courses for their major CC

16. Steps to creating a rubric Step 2: Depending on your goals, determine which degree of performance matches your objectives:  Inadequate/adequate  Developing/improving/competent/excellent  Number range (Likert scale)  Rarely, sometimes, often, almost always Outcomes DevelopingImprovingCompetentExcellent Students will articulate the required courses for their major Students will comprehend the reasoning behind the graduation requirements Students will enroll in appropriate courses for their major CC

17. Steps to creating a rubric Step 3: Determine the criteria for the extreme descriptors (best and worst examples) on the extreme ends of the degrees of performance. Outcomes DevelopingImprovingCompetentExcellent Students will articulate the required courses for their major Cannot articulate any of the requirements for the major Can articulate all requirements for the major Students will comprehend the reasoning behind the graduation requirements Cannot describe any of the rationale or reasoning for the required courses Can clearly describe the rationale and reasoning for the required classes Students will enroll in appropriate courses for their major Has no appropriate courses to schedule Enrolls in appropriate major courses independently CC

18. Steps to creating a rubric Step 4: Negotiate the criteria for the middle descriptors within the degrees of performance. Outcomes DevelopingImprovingCompetentExcellent Students will articulate the required courses for their major Cannot articulate any of the requirements for the major Can articulate some of the major requirements Can articulate the majority of the major requirements Can articulate all requirements for the major Students will comprehend the reasoning behind the graduation requirements Cannot describe any of the rationale or reasoning for the required courses Can describe some reasons behind the graduation requirements Can describe most reasons for the required courses Can clearly describe the rationale and reasoning for the required classes Students will enroll in appropriate courses for their major Has no appropriate courses to schedule Enrolls in a few appropriate courses to fulfill major requirements Enrolls in several appropriate courses to fulfill major requirements Enrolls in all appropriate major courses CF

19. Group Work Create a rubric that could be used to evaluate the following outcomes: Student Learning Student will be able to identify the math requirement associated with their major. Student will be able explain the remaining requirements to graduate using their degree audit. Students will articulate the value of the GE program to their education. Advisor Process/Delivery Advisor will explain the steps to get off of Academic Probation. Advisor will use handout explaining the major requirements effectively. Advisor will be able to identify resources across campus to help meet students’ needs. FD

20. Group Share What was your experience creating a rubric? DD

21. Conclusion Discussion of the outcome changing how you would evaluate using a rubric. Discussion about our presentation prep discussion. Invitation to write down three specific outcomes and/or areas in your practice that a rubric could help you carry-out assessment. Example of our rubric to evaluate our program. D

22. Questions/Comments Dan Chandler  Dan_Chandler@byu.edu Dan_Chandler@byu.edu  801-422-3826 Cynthia Wong  Cynthia_Wong@byu.edu Cynthia_Wong@byu.edu  801-422-2723 Farris Child  Farris_Child@byu.edu Farris_Child@byu.edu  801-422-3042 Get a copy of this presentation and handouts at http://ua.byu.edu/uaa

23. References Andrade, H. G. (2014). "Understanding Rubrics by Heidi Goodrich Andrade." learnweb.harvard.edu. Harvard University. Retrieved Jan 14, 2014 from: http://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm. Aiken-Wisniewski, S., Campbell, S., Higa, L., Kirk-Kuwaye, M., Nutt, C., Robbins, R., and Vesta, N. (2010). Guide to Assessment in Academic Advising Second Edition. Monograph Series Number 23. National Academic Advising Association. Aiken-Wisniewski, S. (2013). "Developing a Rubric as One Measurement Tool in the Assessment Process for Academic Advising." Session Guide. Ed. NACADA. Manhattan: NACADA, 2013. 70-73. Print. Campbell, S. (2014). “Developing a Rubric as One Measurement Tool in the Assessment Process for Academic Advising.” PowerPoint Presentation. NACADA. Manhattan: NACADA, 2014. Retrieved May 1, 2014 from: http://www.nacada.ksu.edu/Portals/0/Events/Winter/AssessmentInst/20 14/PP-Rubric-SC.pdf. Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc.