1. Developing Rubrics to Encourage Student Self-Assessment & Improve Learning Outcomes Sharon L. Silverman TRPP Associates silverman@trppassociates.com Martha E. Casazza TRPP Associates casazza@trppassociates.com

2. Effective Teaching Competencies AssessmentsLearning Activities

3. What is the Purpose of Assessment? Is assessment more important for the instructor or the student? Why? When is assessment administered? Why? How does assessment align with learning activities? How does assessment align with competency? Is assessment a process or a tool?

4. Authentic vs Traditional Assessment Traditional --------------------------------------------- Authentic Selecting a Response ------------------------------------ Performing a Task Contrived --------------------------------------------------------------- Real-life Recall/Recognition ------------------------------- Construction/Application Teacher-structured ------------------------------------- Student-structured Indirect Evidence -------------------------------------------- Direct Evidence Authentic Assessment Toolbox – Jon Mueller http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

5. Current Assessment Tools What tools do you use most often? How often do you assess your students? What is the students’ role in assessment? What do they communicate to your students?

6. What are Rubrics? Using Rubrics

7. Why Use Rubrics? They are more descriptive. They communicate standards in advance. They provide for consistency across sections. They contribute to reliability and validity. They enable formative feedback. They help students understand feedback.

8. Designing a Rubric 1.Determine its purpose: analytic or holistic? 2.Review competencies and learning objectives. 3.Set your expectations and determine a range of performance levels. 4.Use Bloom’s cognitive levels to set specific, measurable criteria for each level: Be descriptive, not judgmental.

9. Determining a Scale Sample ranges: Excellent, good, developing Distinguished, proficient, intermediate, novice Exemplary, proficient, marginal, unacceptable 1, 2, 3…

10. Types of Knowledge (Bloom) Factual Conceptual Procedural Metacognitive

11. Cognitive Process Dimension (Bloom) rememberunderstandapplyanalyzeevaluatecreate

12. Let’s Apply Competency:  Setting Personal and Academic Goals Learning Objective:  Construct a set of SMART academic goals for the next 4 years.

13. Performance Criteria Create Evaluate Analyze Apply Understand Remember Mastery Developing Beginning

14. 1c: Construct a set of SMART academic goals for the next 4 years. Does not know how to define an academic goal. Explains an academic goal and begins to construct a set of academic goals. Remembers all the components of a SMART goal but does not understand how to apply them to academic goals. Understands the components of a SMART goal but does not apply them to academic goals over a period of 4 years. Constructs a set of SMART academic goals for the next 4 years. A Rubric According to Bloom 1 2 3 4 5

15. Let’s Apply  Competency: Understanding Self as a Learner  Learning Objective: Keep a journal that describes changes in approach to learning and submit weekly.

16. Let’s Complete a Rubric 2c: Keep a journal that describes changes in approach to learning and submit weekly. Does not describe approaches to learning in weekly journal. Describes approaches to learning in weekly journal but not how they are changing. Understands and clearly describes in weekly journal specific changes in approach to learning. 1 2 3 4 5

17. Presentation Rubric 1. Technical Explanation (10 points) ____________ Effectively explains new information to audience Demonstrates understanding of how topic is important for audience Is able to understand, interpret, and apply learned materials and concepts Uses references properly 2. Oral Presentation (20 points) ___________ a. Preparation (5) Speaks comfortably without notecards Uses proper American English Uses visual aids effectively Makes smooth presentation b. Effectiveness of presentation (5) Presents well “mechanically” (does not block screen, doesn’t exhibit nervous behaviors, etc.) Makes eye contact Can be heard easily Finishes on time Explains slides effectively

18. Presentation Rubric (cont.) c. Organization (5) Plans and delivers an oral presentation effectively; applies the principle of “(tell them)3”— is well organized Introduction is oriented to help audience understand the general topic Goals of talk are explained clearly Flow of thought: Items presented in logical order Summary and Conclusions: summarized main points d. Group Cooperation (5) Material divided among group members appropriately Smooth transitions between group member’s [sic] presentations 3. Professionalism (5 points) __________ Professional appearance Professional language Professional attitude Team Number: ______ TOTAL POINTS______________ Assessed by:____________________ COMMENTS:

19. Holistic Rubric The Scoring Rubric for the Department of Political Science ‘A’: The A-range essay implies a strong argument and provides convincing specific support from the various readings. The writer demonstrates mature command of language through a variety of sentence structures, word choices, quotes or paraphrases from the readings (consistently cited correctly). Control of usage and mechanics, despite occasional flaws, contributes to the writer’s ability to communicate the purpose of the paper. The writer thoroughly understands the concepts/theories involved and through the essay can convince others of their viewpoints or help make the reader aware of something completely new or original. These essays are occasionally kept and shared with other students. These are powerful due to organization and creativity. ‘B’: The B-range essay shows effort and promise for the writer. It presents a thesis (argument) and often suggests a plan of development that is carried out effectively. Mastery of the readings/theories may not be fully indicated with the use of quotes or paraphrases, but the writer provides enough supporting details, makes competent use of language, and sometimes varies sentence structure. Occasional errors in usage and mechanics do not interfere with the writer’s ability to communicate the purpose of the paper.

20. Holistic Rubric (cont.) ‘C’: The C-range essay presents a thesis (argument) and often suggests a plan of development, which is generally carried out. The writer may or may not have completed all of the required readings and utilizes generalizations or list for support. Command of the theories under consideration is weak or shaky. Sentence structure tends to be repetitious, and errors in usage and mechanics sometimes interfere with the writer’s ability to communicate the purpose of the paper. ‘D’: The D-range may present a thesis (argument); however, the plan of development is usually not carried out. This indicates the writer may have spent little time with the readings or thinking about the concepts involved. The writer provides support that tends to be sketchy and/or illogical. Sentence structure is simplistic, repetitious and occasionally awkward. Language is often inappropriate in tone, or style. Errors in usage and mechanics are frequent. ‘F’: The paper presents a thesis that is vaguely worded, weakly asserted or there is no central argument present. Support, if any, tends to be rambling and superficial. Sentence structure is difficult to follow and errors in usage and mechanics interfere with the writer’s ability to communicate the purpose of the paper.

21. How will you use Rubrics?

22. Resources More than 50 Sample Rubrics http://assessment.udel.edu/resources/rubrics.html Using Rubrics to Promote Thinking and Learning (includes sample rubric for a persuasive essay) http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using- Rubrics-to-Promote-Thinking-and-Learning.aspx http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using- Rubrics-to-Promote-Thinking-and-Learning.aspx Digital Portfolio Rubric (sample) https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html

23. Martha E. Casazza TRPP Associates casazza@trppassociates.com Sharon L. Silverman TRPP Associates silverman@trppassociates.com