1. Rubrics Cubed A Tripartite Approach to Teaching, Assessing, and Learning with Rubrics Robert L. Turner III, Ph.D., Modern Languages and Linguistics, University of South Dakota Matthew R. Turner, Ph.D., School of Communication, Radford University Scott A. Turner, Ph.D., Math and Computer Science, UNC Pembroke

2. Overview Introduction to Rubrics Types of Rubrics Examples of Rubrics Group Discussions Conclusions

3. Introduction to Rubrics What are rubrics? ◦A way to evaluate student work  (Not necessarily grade)  Consistent, reliable and repeatable Why use rubrics? ◦Helps inform students of requirements ◦More objective evaluation ◦Helps identify strong/weak points ◦(Because you have to)

4. Typical Rubric Format

5. Types of Rubrics Summative ◦Grading Formative ◦Providing feedback for revision Pedagogical ◦Teaching evaluation skills/criteria Not mutually exclusive

6. Examples of Rubrics

8. Group Discussion Divide into groups ◦Summative ◦Formative ◦Pedagogical Why are you using (or not using) them? ◦Who is it benefiting? How are you using rubrics in your class? ◦Or how would you like to be? How can you improve your usage?

9. Discussion What was the group’s experience with rubrics? Why were you using rubrics? What were interesting uses of rubrics in your groups? What ways could you improve your rubrics?

10. Group Discussion In your groups: ◦Create a rubric for evaluating these sessions ◦What type(s) of rubrics would you focus on? ◦What criteria would you use? ◦How would you rate us?

11. Conclusions Rubrics are a tool ◦Not always just grading Know why you are using them ◦How will it benefit the students? Know what you want to use them for ◦Make sure you evaluate what you intend to