Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics

Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing RubricsEric HaasScottsdale Community College

OutlineSCCs Assessment StrategyDevelopment of RubricsProblems with RubricsSimple SolutionsThinking About the FutureHLC Site Visit

Simple Changes

Stop clubbing baby sealsOnce again, punctuation saves livesStop clubbing, baby sealsJuxtacognitionStructure vs. Freedom

Spaghetti vs. Waffles

WOVeN ModelWrittenOralVisualNumericalCritically AnalyzeReading research articlesReading literatureReading magazine or newspaper articlesListening to speeches Listening to lectures or presentationsExploring visual artExamining graphs and figuresExamining physical specimens or objectsExploring physical demonstrationsWorking with numbers and formulasExamining data and statisticsExploring spreadsheetsEffectively CommunicateWriting essaysWriting journals or reaction papersWriting research reportsPresenting speechesDebating topicsExplaining thoughts or positionsCreating visual artCreating graphs and figuresCreating physical objectsCreating dataCreating spreadsheetsCreating statisticsRubrics

Reporting ResultsENG101 students demonstrated an average of 16.3 out of 20 (81.5%) on the Written Communication rubric.

But How Do We Use That Data?ENG101 students demonstrated an average of 16.3 out of 20 (81.5%) on the Written Communication rubric.

Criterion-Based Outcomes545 out of 625 (87.2%) ENG101 students achieved the 70% competency level on the Written Communication Rubric.

Criterion ProfileCan We Get Even More Precise?

Future ConsiderationsProsPrecise feedbackActionable dataFaculty can see the benefitEncourages scaffolding

ConsWorse reliability?ReductionisticOverwhelming data?Demands precise rubrics

Creating a RubricChoosing Learning OutcomesWhat are the things that a successful student should be able to do after the class, etc.?MeasureableWhat would tell you that a student can do those things? What would they be able to do?OrganizeWhich outcomes are related to each other?Questions?eric.haas@scottsdalecc.edu4321

Main Idea/ Purpose/Meeting AssignmentWriting clearly states and/or identifies the main idea or purpose and meets the criteria of the assignment.Writing generally states and/or identifies the main idea or purpose and meets most of the criteria of the assignment.Writing unclearly states and/or partially identifies the main idea or purpose and/or meets few of the criteria of the assignment.Writing fails to state and/or identify the main idea or purpose and/or meets none of the criteria of the assignment.

LanguageLanguage sets a tone appropriate to the purpose and audience and is characterized by variety in word choice and sentence structure.Language occasionally lapses in awareness of purpose and audience and is characterized by less varied word choice and sentence structure.Language shows little awareness of purpose and audience and is characterized by sameness in word choice and sentence structure.Language fails to recognize purpose and audience and is characterized by inappropriate or incomprehensible word choice and sentence structure.

Organization/DevelopmentOrganizational structure illustrates a grasp of the main ideas, develops these ideas effectively, uses transitions competently, and results in a logical and clearly stated conclusion.Organizational structure illustrates a satisfactory understanding of the main ideas, develops some ideas less completely than others, occasionally lacks transitions, and results in an adequate but less clearly stated conclusion.Organizational structure is confusing or unclear, shows minimal development or understanding of the main ideas, uses transitions inadequately, and results in an illogical or unclear conclusion.Lacks organizational structure, fails to identify or develop main ideas, has no transitions, and reaches no conclusion.

Supporting EvidenceSupporting ideas and examples are thoughtfully chosen, relevant and accurate.Supporting ideas and examples are appropriate, but more are needed.Minimal supporting ideas or examples are used and/or are irrelevant or inaccurate.Lacks supporting ideas and examples.

MechanicsWriting has few or no errors in spelling, grammar and punctuation.Writing has some errors in spelling, grammar and punctuation.Writing has frequent errors in spelling, grammar and punctuation.Writing has excessive errors in spelling, grammar and punctuation.

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Main Idea/ Purpose/Meeting AssignmentWriting clearly states and/or identifies the main idea or purpose and meets the criteria of the assignment.Writing generally states and/or identifies the main idea or purpose and meets most of the criteria of the assignment.Writing unclearly states and/or partially identifies the main idea or purpose and/or meets few of the criteria of the assignment.Writing fails to state and/or identify the main idea or purpose and/or meets none of the criteria of the assignment.

LanguageLanguage sets a tone appropriate to the purpose and audience and is characterized by variety in word choice and sentence structure.Language occasionally lapses in awareness of purpose and audience and is characterized by less varied word choice and sentence structure.Language shows little awareness of purpose and audience and is characterized by sameness in word choice and sentence structure.Language fails to recognize purpose and audience and is characterized by inappropriate or incomprehensible word choice and sentence structure.

Organization/DevelopmentOrganizational structure illustrates a grasp of the main ideas, develops these ideas effectively, uses transitions competently, and results in a logical and clearly stated conclusion.Organizational structure illustrates a satisfactory understanding of the main ideas, develops some ideas less completely than others, occasionally lacks transitions, and results in an adequate but less clearly stated conclusion.Organizational structure is confusing or unclear, shows minimal development or understanding of the main ideas, uses transitions inadequately, and results in an illogical or unclear conclusion.Lacks organizational structure, fails to identify or develop main ideas, has no transitions, and reaches no conclusion.

Supporting EvidenceSupporting ideas and examples are thoughtfully chosen, relevant and accurate.Supporting ideas and examples are appropriate, but more are needed.Minimal supporting ideas or examples are used and/or are irrelevant or inaccurate.Lacks supporting ideas and examples.

MechanicsWriting has few or no errors in spelling, grammar and punctuation.Writing has some errors in spelling, grammar and punctuation.Writing has frequent errors in spelling, grammar and punctuation.Writing has excessive errors in spelling, grammar and punctuation.

CriteriaYesMaybeNo

Purpose

Meets the criteria of the assignment210

States the main idea or purpose210

Language

Tone of the language is appropriate to the purpose and audience210

Uses a variety of word choices210

Uses a variety of sentence structures210

Organization

Organizational structure illustrates a grasp of the main ideas210

Organizational structure develops the main ideas effectively210

Organizational structure uses transitions competently210

Organizational structure results in a logical conclusion210

Conclusion is clearly stated210

Supporting Evidence

Supporting ideas and examples are thoughtfully chosen210

Supporting ideas and examples are relevant210

Supporting ideas and examples are accurate210

Cultural Worldview

Exhibits awareness of own worldview that others may not share210

Exhibits understanding of impact of own worldview on the topic210

Mechanics

Writing has few or no errors in spelling210

Writing has few or no errors in grammar210

Writing has few or no errors in punctuation210