rubric is not a cube developing and using rubrics to make assessment faster and clearer
TRANSCRIPT
Rubric is Not a Cube
Developing and Using Rubrics to Make Assessment Faster and
Clearer
Outcomes of the Work Session: Examine a definition of “rubric” Examine areas where rubrics may be
applied Examine reasons for using a rubric Assess effects of using rubrics Create a rubric Evaluate present “system of
evaluation” from your syllabus
What is a rubric? A rubric is a guideline
for assessing student performance
The guidelines specify what a performance is like at various levels
The key elements of a rubric are– the descriptors for
what a performance is like and
– the full range of possible performance levels
Rubrics are Choices for Assessing. . . . Projects (hands-
on) Demonstrations Group work Projects (written) Oral
presentations Portfolios
Multimedia work Discussions (both
f2f and online) Journaling Learning Logs Processes Shop experiences Lab experiences
Why Use a Rubric? Rubrics are easy to use and to explain Rubrics make instructors' expectations very
clear Rubrics provide students with more
informative feedback (than short answer assessments)
Rubrics save time and, therefore, encourage ongoing assessment instead of “event” assessment
Rubrics spill over from assessment to “teaching”
Rubrics encourage higher level thinking skills
Rubrics help in shifting responsibility of learning to students
Time Out!
Positive1. +Change
2. + Change
3. + Change
Negative1. - Change
2. - Change
3. - Change
Let’s See How to Design a Rubric
Look at models List criteria Analyze and
organize criteria Elaborate levels of
quality Create a draft Revise the draft
Two Broad Types of Rubrics. .
1. Uses point scale (preferably “even” points, e.g. 4, 6, 8)
2. Examines overall effect of work
3. Effective for process feedback
1. Defines specific characteristics
2. Looks to demonstration of competencies
3. Effective for “product” feedback
Holistic Primary Trait
More Models
Four point holistic Six point holistic Primary Trait for Portfolio Project Written Case Analysis (engineering) Accounting Traits for Financial Skills Immunology Unit Rubric for Biology
Now It’s Your Turn Work in groups of
three or four Look at your syllabus Find an assessment Consider a rubric
approach Select and organize
criteria to look for Determine range of
performance
Time 20 minutes. . . ?
Wrap Up
You have seen1. Reasons for rubrics2. Types/models of rubrics3. Approaches to developing rubric
Now look at the handout, “What are the Strengths of My Current Assessment System?” and assess the strengths of your present system, then share with your table for five minutes.
Time, 10 minutes for review, reflection, and discussion
“Webliography”
http://www.ericfacility.net/databases/ERIC_Digests/ed446111.html (ERIC document)
http://gs.fanshawec.ca/rubrics/ (Fanshawe College; some links need updating, but general information is solid)
http://ericae.net/pare/getvn.asp?v=7&n=3 (online peer-reviewed article) http://www.ascd.org/readingroom/edlead/0002/andrade.html
(Educational Leadership (Feb.2000) 57:5. http://rubistar.4teachers.org/ (Rubistar, templates for developing
rubrics) http://rubistar.4teachers.org/rubric.php3?id=21&rubric=15 (Rubistar
template for Collaborative Work Skills) http://school.discovery.com/schrockguide/assess.html (Discovery.com,
a commercial site, but a wealth of links to more info on rubrics)