BRIGHAM YOUNG UNIVERSITYD A N C H A N D L E RC Y N T H I A W O N GFA R R I S C H I L D

Unleashing the Power of Rubrics in Assessment

Session Outcomes

Participants will:Use a rubric to evaluate an advising

scenario.Learn basic components of a rubric.See examples of rubrics.Work with a small group to create a

rubric.Learn pit-falls and concerns of the

rubric-creation process.DD

Scenario

What are four of the basic graduation requirements?Students Must have 120 total creditsStudents Must complete Major

RequirementsStudents Must complete GE

RequirementsStudents Must have a 2.0 minimum

overall GPADD

Outcomes at Play in Scenario

The student can articulate the four graduation requirements.

The advisor can explain the four graduation requirements.

The advisor responds to student’s questions with respect.

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Evaluation RubricCriteria 1 2 3 4

1. The advisor can explain the four graduation requirements.

Cannot explain any requirements.

Can explain at least one requirement.

Can explain most of the requirements.

Can explain all requirements.

2. The advisor responds to student’s questions with respect.

Advisor does not respond to questions with respect.

Advisor responds to questions with some respect.

Advisor mostly responds to questions with respect.

Advisor always responds to questions with respect.

For any answer less than four please explain why you chose the option you did:1. ________________________________________________________________________

_____________________________________________________________________________________________

2. _____________________________________________________________________________________________________________________________________________________________________

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Evaluation Rubric

The student can articulate the four graduation requirements.

Yes No

Students must have 120 Credits:

Students must complete major requirements:

Students must complete GE Requirements:

Students must have a 2.0 minimum overall GPA:

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Rubrics

Definition:“A rubric is a scoring tool that lists

the criteria…, or ‘what counts’ (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor.” (Andrade, 2014; Emphasis and Underlining Added)

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Criteria Gradation of Quality

What is it that you want to evaluate? Outcomes Features/Actual

Physical Characteristics

Steps in a process Desired Qualities

What is it that makes this bad, good, or a combination of both? Good to bad and steps in

between Different components

which could be displayed

Combining multiple things into one easily marked response

Two parts of a rubric

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Examples of Rubrics

Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc.

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Examples of Rubrics

Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc.

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Evaluation Rubric

Please mark how well the student explains each requirement

Cannot List

Can List but not explain

Can Explain

Students must have 120 Credits:

Students must complete major requirements:

Students must complete GE Requirements:

Students must have a 2.0 minimum overall GPA:

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Examples of Rubrics

Portion of Brigham Young University Advisor Grid, Revised July 2013

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Examples of Rubrics

BYU Life Sciences Student Services

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Some Ideal Times to Use A Rubric

Employee EvaluationTraining (Shows Criteria)Student LearningStudent SatisfactionProgram EvaluationCoding Open-Ended Questions into more

manageable data-sets

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Steps to creating a rubric

Step 1: Determine which criteria (we recommend that you use outcomes wherever possible) you want to evaluate and break them into measureable and observable pieces.

Outcomes        

Students will articulate the required courses for their major        

Students will comprehend the reasoning behind the graduation requirements        

Students will enroll in appropriate courses for their major        

CC

Steps to creating a rubric

Step 2: Depending on your goals, determine which degree of performance matches your objectives:

Inadequate/adequate Developing/improving/competent/excellent Number range (Likert scale) Rarely, sometimes, often, almost always

OutcomesDevelopin

gImprovin

gCompete

nt ExcellentStudents will articulate the required courses for their major        Students will comprehend the reasoning behind the graduation requirements        Students will enroll in appropriate courses for their major         CC

Steps to creating a rubric

Step 3: Determine the criteria for the extreme descriptors (best and worst examples) on the extreme ends of the degrees of performance.

Outcomes Developing

Improving

Competent

Excellent

Students will articulate the required courses for their major

Cannot articulate any of the requirements for the major

    Can articulate all requirements for the major

Students will comprehend the reasoning behind the graduation requirements

Cannot describe any of the rationale or reasoning for the required courses

    Can clearly describe the rationale and reasoning for the required classes

Students will enroll in appropriate courses for their major

Has no appropriate courses to schedule

    Enrolls in appropriate major courses independently

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Steps to creating a rubric

Step 4: Negotiate the criteria for the middle descriptors within the degrees of performance.

Outcomes Developing

Improving

Competent

Excellent

Students will articulate the required courses for their major

Cannot articulate any of the requirements for the major

Can articulate some of the major requirements

Can articulate the majority of the major requirements

Can articulate all requirements for the major

Students will comprehend the reasoning behind the graduation requirements

Cannot describe any of the rationale or reasoning for the required courses

Can describe some reasons behind the graduation requirements

Can describe most reasons for the required courses

Can clearly describe the rationale and reasoning for the required classes

Students will enroll in appropriate courses for their major

Has no appropriate courses to schedule

Enrolls in a few appropriate courses to fulfill major requirements

Enrolls in several appropriate courses to fulfill major requirements

Enrolls in all appropriate major courses

CF

Group Work

Create a rubric that could be used to evaluate the following outcomes:

Student Learning• Student will be able to identify

the math requirement associated with their major.

• Student will be able explain the remaining requirements to graduate using their degree audit.

• Students will articulate the value of the GE program to their education.

Advisor Process/Delivery• Advisor will explain the steps

to get off of Academic Probation.

• Advisor will use handout explaining the major requirements effectively.

• Advisor will be able to identify resources across campus to help meet students’ needs.

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Group Share

What was your experience creating a rubric?

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Conclusion

Discussion of the outcome changing how you would evaluate using a rubric.

Discussion about our presentation prep discussion.

Invitation to write down three specific outcomes and/or areas in your practice that a rubric could help you carry-out assessment.

Example of our rubric to evaluate our program.

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Questions/Comments

Dan Chandler Dan_Chandler@byu.edu 801-422-3826

Cynthia Wong Cynthia_Wong@byu.edu 801-422-2723

Farris Child Farris_Child@byu.edu 801-422-3042

Get a copy of this presentation and handouts at http://ua.byu.edu/uaa

References

Andrade, H. G. (2014). "Understanding Rubrics by Heidi Goodrich Andrade." learnweb.harvard.edu. Harvard University. Retrieved Jan 14, 2014 from: http://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm.

Aiken-Wisniewski, S., Campbell, S., Higa, L., Kirk-Kuwaye, M., Nutt, C., Robbins, R., and Vesta, N. (2010). Guide to Assessment in Academic Advising Second Edition. Monograph Series Number 23. National Academic Advising Association.

Aiken-Wisniewski, S. (2013). "Developing a Rubric as One Measurement Tool in the Assessment Process for Academic Advising." Session Guide. Ed. NACADA. Manhattan: NACADA, 2013. 70-73. Print.

Campbell, S. (2014). “Developing a Rubric as One Measurement Tool in the Assessment Process for Academic Advising.” PowerPoint Presentation. NACADA. Manhattan: NACADA, 2014. Retrieved May 1, 2014 from: http://www.nacada.ksu.edu/Portals/0/Events/Winter/AssessmentInst/2014/PP-Rubric-SC.pdf.

Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc.