Transcript Descriptive Rubrics Ursula Waln, Director of Student Learning Assessment Central New Mexico Community College.

Descriptive Rubrics
Ursula Waln, Director of Student Learning Assessment
Central New Mexico Community College
Rubric: Just Another Word for Scoring Guide
• A rubric is any scoring guide that lists specific criteria, such as a
checklist or a rating scale.
• Checklists are used for objective evaluation (did it or did not do it).
• Rating scales are used for subjective evaluation (gradations of quality).
• Descriptive rubrics are rating scales that contain descriptions of
what constitutes each level of performance.
• Maybe call them descriptive scoring guides if you don’t like the word rubric.
• Most people who talk about rubrics are referring to descriptive rubrics, not
checklists or rating scales.
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The Purpose of Descriptive Rubrics
• Descriptive rubrics are used to lend objectivity to evaluations that
are inherently subjective, e.g.:
• Grading of artwork, papers, performances, projects, speeches, etc.
• Assessing overall student progress toward specific learning outcomes (course
and/or program level)
• Monitoring developmental levels of individuals as they progress through a
program (‘developmental rubrics’).
• Conducting employee performance evaluations.
• Assessing group progress toward a goal.
• When used by multiple evaluators, descriptive rubrics can minimize
differences in rater thresholds (especially if normed).
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Why Use Descriptive Rubrics in Class?
• In giving assignments, descriptive rubrics can help clarify the
instructor’s expectations and grading criteria for students.
• Students can ask more informed questions about the assignment.
• A clear sense of what is expected can inspire students to achieve more.
• The rubric helps explain to students why they received the grade they did.
• Descriptive rubrics help instructors remain fair and consistent in
their scoring of student work (more so than rating scales).
• Scoring is easier and faster when descriptions clearly distinguish levels.
• The effects of scoring fatigue (e.g., grading more generously toward the
bottom of a stack due to disappointed expectations) are minimized.
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Why Use Descriptive Rubrics for Assessment?
• Clearly identifying benchmark levels of performance and
describing what learning looks like at each level establishes a solid
framework for interpreting multiple measures of performance.
• Student performance on different types of assignments and at different
points in the learning process can be interpreted for analysis using a
descriptive rubric as a central reference.
• With rubrics that describe what goal achievement looks like, instructors can
more readily identify and assess the strength of connections between:
• Course assignments and course goals
• Course assignments and program goals
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Two Common Types of Descriptive Rubrics
Holistic
• Each level of performance has
just one comprehensive
description.
• Descriptions may be organized
in columns or rows.
• Useful for quick and general
assessment and feedback.
Analytic
• Each level of performance has
descriptions for each of the
performance criteria.
• Descriptions are organized in a
matrix.
• Useful for detailed assessment
and feedback.
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Example of a Holistic Rubric
Performance
Levels
Descriptions
Proficient
(10 points)
Ideas are expressed clearly and succinctly. Arguments are developed
logically and with sensitivity to audience and context. Original and
interesting concepts and/or unique perspectives are introduced.
Intermediate
(6 points)
Ideas are clearly expressed but not fully developed or supported by
logic and may lack originality, interest, and/or consideration of
alternative points of view.
Emerging
(3 points)
Expression of ideas is either undeveloped or significantly hindered by
errors in logic, grammatical and/or mechanical errors, and/or overreliance on jargon and/or idioms.
Example of an Analytic Rubric
Delve, Mintz, and Stewart’s (1990) Service Learning Model
Developmental
Variables
Intervention
Mode
Setting
Phase 1
Exploration
Phase 2
Clarification
Phase 3
Realization
Phase 4
Activation
Phase 5
Internalization
Group
Group (beginning to
identify with group)
Group that shares focus
or independently
Group that shares focus
or independently
Individual
Minimal community
interaction—Prefers oncampus activities
One Time
Trying many types of
contact
Direct contact with
community
Frequent and committed
involvement
Several Activities or Sites
Consistently at One Site
Direct contact with
community—intense focus
on issue or cause
Consistently at One Site
or with one issue
Duration
Short Term
Long Term Commitment
to Group
Long Term Commitment
to Activity, Site, or Issue
Behavior
Needs
Outcomes
Participate in Incentive
Activities
Identify with Group
Camaraderie
Commit to Activity, Site,
or Issue
Feeling Good
Belonging to a Group
Balance
Challenges
Becoming Involved
Concern about new
environments
Activities are Nonthreatening and
Structured
Choosing from Multiple
Opportunities/Group
Process
Group Setting,
Identification and
Activities are Structured
Understanding Activity,
Site, or Issue
Confronting Diversity and
Breaking from Group
Commitment
Frequency
Supports
Reflective-Supervisors,
Coordinators, Faculty,
and Other Volunteers
Lifelong Commitment to
Issue (beginnings of Civic
Responsibility)
Advocate for Issue(s)
Consistently at One Site
or focused on particular
issues
Lifelong Commitment to
Social Justice
Promote Values in self
and others
Changing Lifestyle
Living One’s Values
Questioning
Authority/Adjusting to
Peer Pressure
Reflective-Partners,
Clients, and Other
Volunteers
Living Consistently with
Values
Community—Have
Achieved a Considerable
Inner Support System
Another Example of an Analytic Rubric
AAC&U Ethical Reasoning Value Rubric
Capstone
4
Milestones
3
Benchmark
2
Student states both core beliefs and the
origins of the core beliefs.
1
Ethical SelfAwareness
Student discusses in detail/analyzes both
core beliefs and the origins of the core
beliefs and discussion has greater depth and
clarity.
Student discusses in detail/analyzes both
core beliefs and the origins of the core
beliefs.
Student states either their core beliefs or
articulates the origins of the core beliefs but
not both.
Understanding
Different Ethical
Perspectives/
Concepts
Student names the theory or theories, can
present the gist of said theory or theories,
and accurately explains the details of the
theory or theories used.
Student can name the major theory or
Student can name the major theory she/he
theories she/he uses, can present the gist of uses, and is only able to present the gist of
said theory or theories, and attempts to
the named theory.
explain the details of the theory or theories
used, but has some inaccuracies.
Ethical Issue
Recognition
Student can recognize ethical issues when
presented in a complex, multilayered (gray)
context AND can recognize crossrelationships among the issues.
Student can recognize ethical issues when
issues are presented in a complex,
multilayered (gray) context OR can grasp
cross-relationships among the issues.
Student can recognize basic and obvious
Student can recognize basic and obvious
ethical issues and grasp (incompletely) the
ethical issues but fails to grasp complexity or
complexities or interrelationships among the interrelationships.
issues.
Application of
Ethical
Perspectives/
Concepts
Student can independently apply ethical
perspectives/concepts to an ethical
question, accurately, and is able to consider
full implications of the application.
Student can independently apply ethical
perspectives/concepts to an ethical
question, accurately, but does not consider
the specific implications of the application.
Student can apply ethical
perspectives/concepts to an ethical
question, independently (to a new example)
and the application is inaccurate.
Student can apply ethical
perspectives/concepts to an ethical question
with support (using examples, in a class, in a
group, or a fixed-choice setting) but is
unable to apply ethical
perspectives/concepts independently (to a
new example.).
Evaluation of
Different Ethical
Perspectives/
Concepts
Student states a position and can state the
objections to, assumptions and implications
of and can reasonably defend against the
objections to, assumptions and implications
of different ethical perspectives/concepts,
and the student's defense is adequate and
effective.
Student states a position and can state the
objections to, assumptions and implications
of, and respond to the objections to,
assumptions and implications of different
ethical perspectives/concepts, but the
student's response is inadequate.
Student states a position and can state the
objections to, assumptions and implications
of different ethical perspectives/concepts
but does not respond to them (and
ultimately objections, assumptions, and
implications are compartmentalized by
student and do not affect student's position.)
Student states a position but cannot state
the objections to and assumptions and
limitations of the different
perspectives/concepts.
Student only names the major theory she/he
uses.
There are No Rules for Developing Rubrics
• Form typically follows function, so how one sets up a descriptive
rubric is usually determined by how one plans to use it.
• Performance levels are usually column headings but can function
just as wall as row headings.
• Performance levels can be arranged in ascending or descending
order, and one can include as many levels as one wants.
• Descriptions can focus only on positive manifestations or include
references to missing or negative characteristics.
• Some use grid lines while others do not.
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Artifact
Analyses
Descriptive rubrics can help pull together results from multiple
measures for a more comprehensive picture of student learning.
Rubric
Using the Model
• To pull together multiple measures for an overall assessment of
student learning:
• Take a random sample from each assignment and re-score those using the
rubric (instead of the grading criteria), or rate the students as a group
based on overall performance on each assignment.
• Then, combine the results, weighting their relative importance based on:
•
•
•
•
•
At what stage in the learning process the results were obtained
How well you think students understood the assignment or testing process
How closely the learning measured relates to the instructional objectives
Factors that could have biased the results
Your own observations, knowledge of the situations, and professional judgment
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“
Remember that when you do assessment, whether
in the department, the general education program,
or at the institutional level, you are not trying to
achieve the perfect research design; you are trying
to gather enough data to provide a reasonable
basis for action. You are looking for something to
work on.
”
Woolvard, B. E. (2010). Assessment clear and simple: Apractical guide for institutions, departments,
and general education. San Fransisco, CA: Jossey-Bass.