1. RUBRICS

2. WORKSHOP OUTCOMES Participants will evaluate different types of rubrics and what will work best for their program outcomes. Participants will begin developing a rubric for the learning outcome.

3. REVIEW OF ADVANTAGES OF RUBRICS Advantages of Rubrics Makes scoring easier and faster Rubrics can make scoring more accurate, unbiased, and consistent Describes the criteria that will be used to evaluate student assessment practices Allows for flexibility in assessment tools across class assignments Clarifies vague, fuzzy goals Help students understand your expectations and to self-improve Inspire better student performance Improve feedback to students and faculty

4. EVALUATING TYPES OF RUBRICS Checklist Rubrics: Simple list indicating the presence of the things you’re looking for in a completed assignments Rating Scale Rubric: Checklist with a rating scale added to show the degree to which the things you are looking for are present in completed assignments Descriptive Rubrics: Replace the check boxes in Rating Scale with brief descriptions of the performances that merit each the rating Holistic Scoring Guide: Short narrative descriptions of the characteristics of outstanding, acceptable, and unacceptable work Structured Observation Guides: Rubric without a rating scale In your group: Evaluate the Strengths and Weaknesses of your assigned rubric. Also list how such a rubric could be used to assess learning in your program.

5. CHECKLIST RUBRIC A WEB SITE  The purpose of the site is obvious.  The site’s structure is clear and intuitive.  Titles are meaningful.  Each page loads quickly.  The text is easy to read.  Graphics and multimedia helps convey the site’s main points.  The design is clear, uncluttered and engaging.  Spelling, punctuation, and grammar are correct.  Contact information for the authors or sponsor is given.  The date each page was last updated is provided.

6. RATING SCALE RUBRIC FOR AN ORAL PRESENTATION The Presenter…Strongly Agree AgreeDisagreeStrongly Disagree Clearly stated the purpose of the presentation was well organized Was knowledgeable about the subject Answered questions authoritatively Spoke clearly and loudly Maintained eye contact with the audience Appeared confident Adhered to time constraints Had main points that were appropriate to the central topic Accomplished the stated objectives

7. RATING SCALE RUBRIC FOR AN INFORMATION LITERACY ASSIGNMENT OutstandingVery GoodAdequate Marginally Adequate Inadequate Not Applicable Identify, locate, and access sources of information Critically evaluate information, including its legitimacy, validity, and appropriateness Use information to answer questions and solve problems Clearly articulate information and ideas

8. RATING SCALE RUBRIC FOR EVALUATING FELLOW GROUP MEMBERS This group member Almost Always OftenSometimesRarely Did his or her fair share of the work Participated actively in the group’s activities Contributed useful ideas, suggestions, and comments Listened carefully Was considerate of others and appreciated their ideas Asked others to clarify their ideas if necessary Expressed disagreements respectfully Tried to help the group reach consensus Helped the group stay on topic

9. RATING SCALE RUBRIC FOR HEALTH EDUCATION FIELD EXPERIENCE SUPERVISORS 54321N/O Access, use, and evaluate current, reliable health knowledge Demonstrate word processing skills Demonstrate problem-solving skills Develop appropriate educational materials Demonstrate teaching skills Sensitive to individual differences Develop a professional network Evaluate the student under your supervision using the following scale: 5Superior for an entry-level health educator 4Slightly better than an entry-level health educator 3Acceptable for an entry-level health educator 2Slightly less than an entry level-health educator 1Seriously deficient N/ONot sufficient observation for evaluation

10. DESCRIPTIVE RUBRIC: IE CHARTS 1- Beginning2 - Developing3 - Good4 - Exemplary Program Purpose Statement No purpose statement Purpose statement is present, but is imprecise as to how it connects to the LETU’s vision and mission. Purpose statement contains precise language as to how it connects to the LETU’s vision and mission. Purpose statement contains precise language as to how it connects to the LETU’s vision and mission. Is linked to the teleological reason, the “Why”, is linked to Kingdom of God. Program Goals No Program Goals Stated Few program goals are present, but are not linked to institutional or school-level goals Many program goals are present. They are linked to institutional or school-level goals Comprehensive program goals are present covering student, faculty, and other program goals (research, symposiums, partnerships, etc.) They are linked to institutional or school-level goals Yearly Stats and Data No yearly stats or data collected Only current year’s data is provided Most goals have longitudinal data from at least three years All goals have longitudinal data from at least five years

11. HOLISTIC SCORING GUIDE FOR STUDENTS IN A BALLET PROGRAM A: Active learner – Enthusiastic – Very energetic – Fully engaged in every class – Able to accept corrections – Able to make and synthesize corrections – Able to maintain corrections – Able to self-assess – Shows continuous improvement in major problem areas – Connects movement sequences well – Demonstrates strong dynamic phrasing – Continuously demonstrates correct epaulment – Demonstrates advanced understanding and applies correct alignment, fully extended classical line, full use of rotation, and use of classical terminology B: Active learner – Enthusiastic – Energetic – Engaged in every class – Able to accept corrections – Able to make and synthesize corrections – Able to maintain most corrections – Able to self-assess – Shows improvement in major problem areas – Connects movement sequences relatively well – Demonstrates adequate dynamic phrasing – Generally demonstrates correct epaulment – Demonstrates understanding and generally applies correct alignment, classical line, and use of classical terminology C: Active learner but not fully engaged in class –Able to accept most corrections – Not quite able to make and synthesize corrections – Not yet able to maintain most corrections – Unable to self-assess – Shows improvement in major problem areas – Connects some movement sequences – Demonstrates limited dynamic phrasing – Working toward correct epaulment – Working on understanding and applying correct alignment, classical line, and use of classical terminology

12. STRUCTURED OBSERVATION GUIDE FOR A ONE-ACT PLAY The effectiveness of each of the following in conveying the production’s meaning or theme: Notes Pace and Rhythm Characterizations Stage presence and business Stagecraft: Costume, lighting, set, and sound designs Creative vision and risk taking “Sparkle” and audience engagement Total integrated production effect

13. DEVELOPING RUBRICS Look for Models: Do not start from Scratch List the Things You Are Looking For: –Effective rubrics generally have 3-8 criteria –Use Clear, Concrete Terms Leave Room for the Ineffable items and the Unexpected Create a Rating Scale –Create at least three levels –Label each level with names, not just numbers –If you are developing a descriptive rubric, fill in the boxes Try out the Rubric: Make adjustments based on use

14. QUESTIONS TO ASK IN DEVELOPING RUBRICS Why are we giving students this assignment? What are its key learning goals? What do we want students to learn by completing it? What are the skills we want students to demonstrate in this assignment What are the characteristics of good student work? What specific characteristics do we want to see in completed assignments?

15. RUBRICS WITHIN THE ASSESSMENT FRAMEWORK Hope-Filled: Provides the guidance to students to realization of what they are to be in the promised future to come. Shalom-Focused: Promotes justice in grading by attempting to make it more objective. Love-Infused: Rubrics demonstrate love to students by removing fear on grading process.

16. GROUP ACTIVITY Choose one SLO from your program. Describe what rubric is best for the SLO. Develop a rating scale and categories If you have a current rubric, state what learning outcome the rubric assesses. Evaluate the clarity of rubric and categories.

17. NEXT WEEK Last Assessment Workshop. We will discuss how to use this data to develop plans that lead your program closer to Shalom.