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. 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. Rubric Components Task description Scale Dimensions Description of the Dimensions. Category3210 Focus on topic Content Enthusi-asm Eye Contact Technology Generaliz- ability Time Limit10-20 mins 7-9 mins5-6 minsLess than 5 or more than 20 Oral Presentation Rubric

8. #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 ExcellentCompetentNeeds 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 ExcellentCompetentNeeds Work Knowledge/ understanding (20%) Thinking/ Inquiry (30%) Communication (20%) Use of visual aids (20%) Presentation skills (10%)

11. #4 Description of the Dimensions  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 ExcellentCompetentNeeds 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.

12. Building a Rubric  Reflecting  Listing  Grouping & Labeling  Application