Transcript Slide 1

Teaching as a Subversive Activity
Have Humanities faculty instruct Math, Math
instructors Business,…
Limit teachers to three declarative sentences per
class, and 15 interrogatives
Prohibit teachers from asking any questions to which
they already know the answers
Require all teachers to take a test prepared by
students on what the students know
Today’s Objectives
Getting the lay of the land
Showing you the sights
Leaving you with the tools for
flying solo…. sort of
I can’t explain it.
It just wasn’t an A
~ pre-rubric educators
Getting the Lay of the Land:
Defining The Jargon
a guide used to score performance assessments
in a reliable, fair, and valid manner
generally composed of:
 dimensions for judging student performance
 a scale for rating performances on each
 standards of excellence for specified
performance levels
(SRI International)
Why Rubrics?
Provide students with expectations about what
you will assess
Inform students on the standards they must
meet/work towards meeting
Indicate to students where they are in relation to
course/program goals
Increase your consistency in ratings or
performance, products, or understanding
Gather data to support grades
Jargon Cont’d
Authentic Assessment
 meaningful, real-life learning experiences
 includes:
recording evidence of the learning process
applications in products and performances
integrations of new knowledge
reflecting on one's own progress
interpreting meaning
(Herberger College of the Arts, Arizona State University)
Jargon Cont’d
 Analytic Rubric: outline or list of major elements
that students should include in a finished work
Highly prescriptive
 Holistic Rubric: less objective than analytic; levels
pre-determined and you assign
Highly subjective
 Annotated Holistic Rubric: hybrid of above;
defined quality levels plus commentary
Reduces ambiguity, increases efficiency, and
allows students to see road to improvement
Validity is Key
Reliability: measures educational objectives
as consistently as possible
Relevance: measures educational objectives
as directly as possible
Utility: provides formative or summative
results effectively - clear implications for
evaluation and improvement
If the only tool you
have is a hammer, you
tend to see every
problem as a nail.
~ Abraham Maslow
Add Rubrics to Your Toolkit;
Don’t Throw Out Other Tools
Rubrics are best used when:
Assignments are multi-faceted; combining
lower and higher order skills
Your subjectivity is/could be called into
Assessing an action or combination of actions
rather than a thing
Let’s Not Reinvent the Wheel
There are current and authoritative resources that can
save you immense amounts of time
Ontario College Writing Exemplars
developed by the Heads of Language (HOL) with
funding from School/College/Work Initiative
program of the Ontario Ministry of Education
College Diploma and Certificate Program Standards
from the Ministry of Training, Colleges, and
2. Showing You the Sights
We’re taking the economy
Five Questions – That’s It!
Question 1: What dimensions ensure
highest quality?
Hint: Can include knowledge, skills &
abilities/Content specific or life-long goals
Consideration: Students may experience
difficulty with course specific mixing with lifelong goals
Most Common Misstep: Learning outcomes
don’t match assessment
 LO = critical thinking; assessment
dimensions = format, mechanics, and
citation style
Some Usual Dimensions
From high school, students are familiar with
 Knowledge
and Understanding
 Thinking
 Communication
 Application
Some Usual Dimensions
Or adopt a learning theory
Bloom’s Taxonomy
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Big 6
Task Definition
Info Seeking Strategies
Location and Access
Use of information
Question 2 How many levels of
achievement/performance to include?
Hint: Give yourself some wiggle room
Consideration: Letters vs. levels vs. descriptors
 A, B, C, D vs. 1, 2, 3, 4 vs. unacceptable,
marginal, proficient, exemplary vs. novice,
apprentice, proficient, distinguished
Most Common Misstep: Using too many levels
of achievement
Question 3: What is a clear
description at each level?
Hint: Try to determine qualitative differences
that characterize work or performance. Start
with B/acceptable/proficient level
Consideration: Comparative language alone
fails to highlight unique features, but using
unique language may connote different
Most Common Misstep: Including value
laden terms that showcase judgement, but
little guidance
Question 4: What rating scheme/
weighting of dimensions do I use?
Hint: Add this in a way that fits with your
philosophy and course requirements
Consideration: Different assignments may
measure the same dimensions in differing
degrees. One rubric could serve an entire
Most Common Misstep: Using a weighted
rating in your head, but not communicating it
to the students
Question 5: What worked and
what didn’t?
Hint: Do a trial run with colleague(s) rather than
one, entire class
Consideration: Do you need more focus on
content, format, delivery? Was one
dimension weighted too heavily? Etc…
Most Common Misstep: Viewing rubric as a
permanent panacea
Rubrics Recap
 Decide which assignments suit a rubric
 Use our 5 questions as a checklist or
 Get help/feedback/constructive criticism
whenever and wherever you can
From colleagues
From students
From the literature
Flying Solo… sort of
Supporting Resources
Will be sent as an email as it is hyperlinked
Helpful Hints
Ontario’s Ministry of Education: Secondary
If you are searching most databases, try
scoring rubrics as a subject search rather
than relying on a keyword search. You will
retrieve more precise and relevant results
If you think of any…
Peggy French
905.575.1212 ext 3223
[email protected]
Research Paper Grading Rubric
For Research Component
1.To set performance expectations by distributing to students when a paper is assigned.
2.To evaluate the portion of a student’s paper related to research and information use.
(0-12 points)
(13-16 points)
(17-20 points)
Creates an unfocused or
unmanageable research question.
Student identifies few or no
relevant information tools.
Formulates a question that is
focused and clear. Student
identifies concepts related to the
topic, and identifies some useful
information tools to meet the
information need.
Formulates a research question that is
focused, clear, and complete and identifies
key concepts. Student identifies most or all
relevant information tools in various
potential formats.
Uses information tools poorly and
gathers information that lacks
relevance, quality, and balance.
Executes an appropriate
research strategy. Student solves
problems by finding a variety of
relevant information resources
and evaluates search
Implements a clear and focused research
strategy, uses tools effectively, and finds
information that directly fulfills the
information need.
3. Evaluate
Information and Its
Sources Critically
(20 points)
Uses inadequate criteria to judge
information quality. Student makes
little effort to examine the
information located for reliability.
Examines information using
criteria such as authority,
credibility, relevance, timeliness,
and accuracy, and makes good
judgements about
what to keep and what to
Compares and evaluates multiple and
diverse sources and viewpoints according to
specific criteria appropriate for the
4. Use Information
Effectively to
Accomplish a
Specific Purpose
(20 points)
Shows little evidence of
incorporating information into
their knowledge base. Student uses
information poorly to accomplish a
specific purpose.
Often uses appropriate
information and evidence to
support their claims and
conclusions and to accomplish a
specific purpose.
Effectively synthesizes and integrates
information from a variety of sources, draws
appropriate conclusions, and clearly
communicates ideas to others to accomplish
a specific purpose.
5. Use Information
(20 points)
Inadequately cites ideas and
information of others.
Cites ideas and information of
others with few errors.
Consistently and accurately cites ideas and
information of others.
1. Determine the
Extent of the
Information Needed
(20 points)
2. Access the Needed
(20 points)
Analytic Rubric Example
Needs Improvement
Load supported
greater than 12 kg
6 to 12 kg
less than 6 kg
Weight of bridge
less than 30 grams
30 to 60 grams
over 60 grams
Bridge span
greater than 385 mm
360 to 385 mm
less than 360 mm
stops 1 or 2 times
stops 3 or more times
or cannot roll entire
length of bridge
Ability of matchbox car
to roll across bridge
does not stop
Email to Follow
● Sample rubrics
● Reading list
● Online pathfinder
Comparative Versus Unique
Almost never –
infrequently frequently - almost
Infrequentlysometimes usually - almost