Transcript A Faculty Guide to Preventing Plagiarism

Assessment:
Creating and Using
Rubrics
Workshop Goals
• Review rubrics and parts of rubrics
• Use your assignment to create a rubric scale & dimension
• Peer review your rubric dimension
Grading & Rubrics
• What purpose do grades serve?
• Why is grading a challenge?
• What are some ways to make grading more efficient?
• Mr. D
Do you need a rubric?
• Examine the handout.
• Check any items with which you agree.
What is a rubric?
• A rubric is a scoring tool that lays out the specific
explanations for an assignment (Stevens & Levi, 2013).
• Have you used rubrics before?
• What has your experience with rubrics been?
• Brief discussion
Rubric Example
Parts of a Rubric
• Four Basic Parts
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Task description
Scale (levels of achievement)
Dimensions (breakdown of skills/knowledge)
Level of performance (feedback)
Task Description
• Most rubrics will contain both a descriptive title and a
task description.
• Use descriptions from your syllabus and assignment sheets
for consistency.
• Remember to consider the principles of assessment design
when including your task descriptions
• Clearly state goals and outcomes
• Match your assessment to what you teach
Scale
• Describes how well or how poorly any given task has
been performed.
• Terms should be considerate, yet clear
• Mastery, partial mastery, progressing, developing,
and emerging
• provide more positive, active verb descriptions of what is
expected
Scale
• Other scale ratings
• High level, middle level, and beginning level (nonjudgmental)
• Distinguished, proficient, intermediate, novice
• Accomplished, average, developing, beginning
Scale
• How many levels should I include?
• The more levels you include, the more difficult it is to
differentiate among them & explain precisely why one
student’s work falls into the scale level it does.
• More specific levels make the task clearer for the student,
and reduce the time needed for detailed grading.
• Stevens & Levi suggest 3-5
Other scaling options
• Holistic Rubrics
• Contain a description of the highest level of performance
expected for each dimension.
• There is room for scoring and description
• The evaluator usually provides one overall score for
students.
Holistic Rubric
Dimensions
• These are the all encompassing categories for the rubric.
• Contain at least the highest level of performance
• Additional levels of performance can be described in the
dimensions
• The more specific criteria you provide, the more helpful
information and feedback your students will have both
before and after the assignment.
Examine your assignment
• Outline the elements or critical aspects of your
assignment
• Choose one dimension for your assignment
• Create an evaluative range
• Consider using a developmental range to encourage
students and provide feedback
• Add descriptors that qualify each level of performance
• Use objective indicators for each of these categories
• Assign a numerical value to each level
Share your rubric
• It’s important to get feedback about your rubric.
• With a partner, explain your assignment, and share the
rubric you have created. Provide feedback about what is
clear and unclear with your partner.
• For rubrics you use in class, consider sharing them with
students.
Tips for Designing Rubrics
Use parallel language
Use student friendly language
Share your rubric with your students
Don’t use too many columns
Don’t reinvent the rubric– common rubrics and
templates are out there
• Rely on descriptive language
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Why use rubrics?
Consistency of assessment from student-to-student
Saves time in grading
Provides timely, effective feedback
Promotes student learning in a sustainable way
Clarifies components of assignments for both students
and future teachers
• Promotes reflection and refinement of teaching skills
through analysis of results
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Why use rubrics?
• Rubrics also help students
• Understand expectations for assignments
• Become more aware of their learning process and progress
• Improve work through timely and detailed feedback
Using rubrics
• How can you see yourself using a rubric?
References
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M.
C., & Norman, M. K. (2010). How learning works:
Seven research-based principles for smart teaching.
San Francisco, CA: Jossey-Bass.
• Fink, L. D. (2003). Creating significant learning
experiences: An integrated approach to designing
college courses. San Francisco, CA: Jossey-Bass.
• Gross-Davis, B. (2009). Tools for teaching. San
Francisco: Jossey-Bass.
• Miller, A. Tame the beast: Tips for designing and using rubrics.
Edutopia. http://www.edutopia.org/blog/designingusing-rubrics-andrew-miller
• Stevens, D. D. & Levi, A. J. (2013). Introduction to rubrics: An
assessment tool to save grading time, convey effective
feedback, and promote student learning (2nd ed.).
Sterling, VA: Stylus Publishing.
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