rubrics and grading...holistic rubrics –appendix b •describes abilities in each criteria...
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Rubrics and Grading2019 TA Orientation
Gianpietro Elías, Exercise Science
Elizabeth Elton, Languages, Literatures, & Linguistics
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Let’s Watch this Video
What do you notice?
What do you wonder?
What did you feel?
What is a Rubric? 2 min02 : 0001 : 5901 : 5801 : 5701 : 5601 : 5501 : 5401 : 5301 : 5201 : 5101 : 5001 : 4901 : 4801 : 4701 : 4601 : 4501 : 4401 : 4301 : 4201 : 4101 : 4001 : 3901 : 3801 : 3701 : 3601 : 3501 : 3401 : 3301 : 3201 : 3101 : 3001 : 2901 : 2801 : 2701 : 2601 : 2501 : 2401 : 2301 : 2201 : 2101 : 2001 : 1901 : 1801 : 1701 : 1601 : 1501 : 1401 : 1301 : 1201 : 1101 : 1001 : 0901 : 0801 : 0701 : 0601 : 0501 : 0401 : 0301 : 0201 : 0101 : 0000 : 5900 : 5800 : 5700 : 5600 : 5500 : 5400 : 5300 : 5200 : 5100 : 5000 : 4900 : 4800 : 4700 : 4600 : 4500 : 4400 : 4300 : 4200 : 4100 : 4000 : 3900 : 3800 : 3700 : 3600 : 35
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Types of rubrics - 2 min
1. Fundamental skills
2. Task-specific & scoring schemes
3. Proficiency-based for standards-based grading
4. Checklists & rating scales
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Write down what types of rubrics you know
Analytic Rubrics – Appendix A
• Describes abilities in each criteria separately
• Evaluates fundamental skills
• You can use rubric codes to make in-text grading more simple
Holistic Rubrics – Appendix B
• Describes abilities in each criteria holistically
• Task-specific & scoring schemes
Score Description
4 Demonstrates exceptional understanding of the material. All
requirements are met and some are exceeded.
3 Demonstrates consistent understanding of the material. All
requirements are met.
2 Demonstrates partial understanding of the material. Some
requirements are met.
1 Demonstrates minimal understanding of the material. Few
requirements are met.
0 No response; Task not attempted.
Single-point Rubrics – Appendix C
• Describes abilities necessary for the proficient criteria, but leaves room for comment if a student does achieves higher or lower than proficiently, and allows for commentary on why.
• Proficiency-based for standards-based grading
Checklists & rating scales – Appendix D
• Are designed to determine only if a feature of the assignment is present or not
• Are not advised for evaluating abilities
• Are advised for work that needs to be “checked off” and not academically evaluated
Criteria Yes No Comments
Knowledge and Comprehension
Retells (lists, describes) similar
experience in developing
understanding of:
Application and Analysis
Relates (compares, applies,
connects) seminar experience in
developing understanding of:
Synthesis and Evaluation
Reflects (wonders, infers, makes
insights) seminar experience in
developing understanding of:
What is Grading? 2 min
The process of applying standardized measurements of varying levels of achievement in a course. (Wikipedia1)
Include feedback!
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1Unknown. Grading in education. Wikipedia.Consulted on July 2019,https://en.wikipedia.org/wiki/Grading_in_education
Grading: Do’s & Don’ts
Do’s
• Be Specific
• Timing
• Clear rubrics
• Provide feedback
• Constantly check with other TAs or supervisor
Try to
• Divide the grading load in several days
• Separate behavior from academics
• Institute time spans for assignments
It’s your time to create a rubric!
• Groups by TA assignment–ish*
• Number team embers 1-10
• Give a tablet + group package (plastic sheets, examples, markers, etc.?)
• Assign readings/videos to each team member. E.g., #1 reads/watches link 1.
• One notetaker will share the challenges using the tablet and Nearpad
Examples and ExercisesScan or click QR code. Select one and try it!
• Closed-ended questions (Exams or quizzes)
• Open-ended questions (E.g., Essays)
• Lab reports
• Performances (Arts, Oral communications, PE)
• Practicum (Pre-services teachers, counselors, etc.)
• Portfolios (arts, business, teaching)
How to make a Grading Rubric?
1. Identify purpose of assignment/evaluation
2. Choose rubric type
3. Look examples (internet, friends, professors, etc.)
4. Define specific criteria
5. Choose number of levels (3?, 4?, 5?)
6. Choose scale (#points, descriptors, letters) and weighting
7. Detailed characteristics of each level for each criteria
8. Test → Revise → Use
Q&A
• Let’s discuss your rubrics
Grading Late or incomplete work
• Outline grading process and timetable
• Discuss any other means of evaluation (also see accommodations)
• Use milestones (Week 1: present draft 1; Week 4: Present final work)
• Discover the reasons behind the behavior rather than grading it. You should grade the knowledge/performance
• Is a zero a fair grade? Effect of a Zero Score on the final Average
Student A with 0 Low grade
Assignment 1 78 78 78
Assignment 2 71 71 71
Assignment 3 74 74 74
Assignment 4 75 0 60
Assignment 5 81 81 81
Final Grade 75.8 60.8 72.8Modified from Dueck, M. (2014). Grading smarter not harder: Assessment strategies that motivate kids and help them learn. Alexandria, VA: ASCD.
Accommodations• Remember to consider differing abilities of your students
– Create rubrics that can accommodate all these different abilities (Ex. a dance class might have people of differing physical abilities; one rubric should accommodate all)
• Review your students accommodations needs from ODS and Religious Observances
– Remember not to penalize students for late work depending on their accommodation letters and religious observances
• Discuss with your students how best to accommodate their needs via conferences, private surveys, etc.
• Explain how you can be reached to discuss concern
• Provide information on how to reach the Office of Disability Services
– Address: 804 University Ave # 309, Syracuse, NY 13244
– Phone: (315) 443-4498
Time is up for the session =(If you have any questions or comments you may contact us at:
Gianpietro Elías, M.Sc.
Exercise Science | School of Education
Elizabeth Elton,
Languages, Literatures, & Linguistics| College of Arts and Sciences