Assessment is a machine that never stops.

Creating & Using

RubricsLamar State College-Port

ArthurFebruary 16 & 17, 2011

What is a rubric?

A rubric is a scoring tool that is used to evaluate student work or performance.

Complex products or behaviors can be examined efficiently

Developing a rubric helps to define precisely what outcomes are expected

Raters apply the same criteria and standards to student work

Rubrics are criterion-referenced rather than norm-referenced

Students can rate their own work using rubrics, or fellow students can use them for peer response

Advantages of Using Rubrics

Institutional Level – Dr. Cammack could use a rubric to assess how well the Registrar’s office supports the mission of the college.

Program Level – All degree and certificate programs will use rubrics to assess the student learning outcomes of the program.

Curriculum Level – Together, the English faculty created rubrics for scoring essays to ensure that we all have the same learning outcomes for common assignments.

Rubrics At All Levels

At the course level, rubrics can be used to score virtually any product or behavior, including

Essays, essay questions, short answer questions

Research reports, lab reports, scientific findingsPortfolios, cross-genre collectionsWorks of art, music, plays, paintingsRecitals, performancesOral presentations, speechesDemonstrations, hands-on experiencesGroup activities

Group product scoringIndividual contribution scoring

Rubrics at the Course Level

Student Learning Objective – can be a change in knowledge, skills, values, or behavior

Scale for each level of achievement – three or four levels of accomplishment, each assigned a numerical value

Dimensions or elements of the activity

Success criteria - descriptions of each level of success

Rubric Components

Remember, the Student Learning Objective is being assessed.

1. Identify what the student should learn:a. What should the student be expected to know?b. What should the student be expected to be able to do?c. How is a student expected to be able to think?

2. Keep the outcomes to a single, simple sentence

3. Be as specific as possible

4. Use active verbs that describe an observable or identifiable action (see Bloom’s Taxonomy)

Rubric Components: SLO

Scale describes how well or poorly any given element or dimension of the SLO has been performed

The Program Student Learning Objective Rubrics use Accomplished (3), Competent (2), Developing (1), and Not Observed (0) as achievement levels.

When you create rubrics for your classroom use, you may use the PSLO levels, or you may create your own:◦ Expert, Proficient, Apprentice, Novice◦ Advanced, Proficient, Basic, Below Basic◦ Exemplary, Acceptable, Needs Improvement, Below

expectations

Rubric Component: Scale

Dimensions or elements are the component parts of the overall Student Learning Objective

If I were assessing the way someone changes a flat tire, I would look at a few elements: ability to use tools, application of safety procedures, knowledge of process.

Rubric Component: Dimensions or Elements

Success Criteria are brief descriptions of the levels of achievement for each dimension or element of the SLO.

◦ At the highest level of success, determine what characteristics would be exemplary, that would exceed expectations, that would result if the student were an expert on the outcome being assessed

◦ At the lowest level, describe the characteristics of an unacceptable product, the worst product you could imagine, that would result if the student were very weak on the outcome being assessed

Rubric Component:Success Criteria

Accomplished (3)

Competent (2)

Developing (1)

Not Observed

(0)

Element to be Scored

Success Criteria

Success Criteria

Success Criteria

Success Criteria

Element to be Scored

Success Criteria

Success Criteria

Success Criteria

Success Criteria

Element to be Scored

Success Criteria

Success Criteria

Success Criteria

Success Criteria

Element to be Scored

Success Criteria

Success Criteria

Success Criteria

Success Criteria

Sample RubricObjective: The student learning objective should go here.

Holistic rubrics– one global, holistic score for a product or behavior.

Analytic rubrics – separate, holistic scoring of specified characteristics of a product

or behavior.

Two Types of Rubric Scoring

Holistic Rubric ExamplePSLO Accomplished (3) Competent (2) Developing (1) Lack of Evidence Rating

Maintain computer and network systems

Always apply proper maintenance processes for computer and network systems

Usually apply proper maintenance processes for computer and network systems

Occasionally apply proper maintenance processes for computer and network systems

Not enough information to assess

Troubleshoot computer and network systems

Always applies processes for troubleshooting computer and network systems successfully. Repair most computer and network systems.

Sometimes applies processes for troubleshooting computer and network systems successfully. Repair some computer and network systems.

Occasionally applies processes for troubleshooting computer and network systems successfully. Repair few computer and network systems

Not enough information to assess

Describe current trends in computer and network systems

Exceptional insight to current trends in computer and network systems. Apply most new technologies

Moderate insight to current trends in computer and networking systems. Apply some new technologies.

Occasionally insight to current trends in computer and networking systems. Apply few new technologies.

Not enough information to assess

Demonstrate ethics and professionalism within the computer field

Always differentiate between good ethical practices and an ethical lapse within the computer field.

Usually differentiate between good ethical practices and an ethical lapse within the computer field.

Occasionally differentiate between good ethical practices and an ethical lapse within the computer field

Not enough information to assess.

Network Specialist Program Student Learning Outcomes Rubric

Analytic Rubric ExampleName:________________________ Grading Rubric for Persuasive Research Essays

Greatly Exceeds Expectations

9 - 10

Exceeds Expectations

8 – 8.9

Meets Expectations

7-7.9

Does Not Meet Expectations

6-6.9

Fails To Meet Expectations

5-5.9

Does Not Attempt/Missing

0 These attributes get a 9-10. These attributes get a 7-7.9. These attributes get a 5-5.9. Ideas

Content is rich, dense, and reflects higher-order, critical thinking. Relevant details and quotes enrich the central theme. The ideas are persuasive.

The writer is beginning to define the topic, even though development is basic or general. The argument is generic and expected.

The paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. Topic isn’t arguable.

Organization

The organization enhances and showcases the central theme. Organization strategy is appropriate for the essay. Includes an introduction and conclusion.

The organization of material is strong enough to move the reader through the essay; however, it does not necessarily flow organically from the content.

The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion.

Structure

The structure guides the reader through the essay in a clear and controlled way. The essay includes a thesis statement, topic sentences, paragraphing, transitions, and an interesting title.

The writer uses some elements of structure, but in a very plain and uninspired way. Thesis or topic sentences are poorly constructed. Transitions are spotty. The title may be missing or uninteresting.

The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion. No thesis, topic sentences, paragraphing are evident. There is no internal structure.

Voice

The piece conveys the sense of a person behind the words; the reader can actually “hear” the “voice” of the writer. The writer makes appropriate choices regarding audience and purpose.

The writer may or may not seem sincere. The writer is not fully engaged or involved, resulting in an essay that is not compelling. The writer did the bare minimum.

The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.

Word Choice

Words convey the intended message in a precise, interesting, and natural way. Words are clear, exact, specific, and sensitive to connotations. Wordiness, cliché, redundancy, and awkwardness do not mar the piece. Vivid and apt images, comparisons, and metaphorical language deepen and enrich meaning.

The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level. The essay contains some wordiness and/or awkwardly phrased sentences. The essay lacks imagery or uses obvious images.

The writer struggles with a limited vocabulary, searching for words to convey meaning. Problems with syntax and wordiness are significant.

Let’s create a rubric forClass Participation

Write your student learning objective

Determine your scale (default is provided on handout)

Identify 3-4 dimensions or elements to be rated

Define your success criteria

Fill in the Parts

Student Participation Rubric

SLO Accomplished (3)

Competent (2)

Developing (1)

Lack of Evidence (0)

Rating

SLO: Participates during in-class activities.

Speaks with permissionAsks relevant questions

Volunteers ideas readily

Takes notes

Usually raises hand

Sometimes raises hand

Rarely raises hand

Usually on topic

Sometimes on topic

Rarely on topic

Usually contributes without prompting

Sometimes contributes without prompting

Rarely contributes without prompting

Usually takes notes daily

Sometimes takes notes

Rarely takes notes

Now you have a rubric that you can use to score class participation!