rubrics, rubrics, & more rubrics

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Rubrics, Rubrics, & More Rubrics. Introduction to Rubrics. Stevens & Levi. 2005. Grading – A Real Story. Grade two papers using the assessment criteria provided. Give each paper a numeric grade. Which paper received a higher grade? Why?. Why use Rubrics?. Provide timely feedback - PowerPoint PPT Presentation


  • Rubrics, Rubrics, & More RubricsIntroduction to Rubrics. Stevens & Levi. 2005

  • Grading A Real StoryGrade two papers using the assessment criteria provided.Give each paper a numeric gradeWhich paper received a higher grade?Why?

  • Why use Rubrics?Provide timely feedbackPrepare students to use feedbackEncourage critical thinkingFacilitate communication with studentsLevel the playing field

  • Rubric? Huh?I dont need one of those. Do i?

  • Types of Rubrics Holistic vs Analytical

  • General vs. Task-SpecificGeneral rubrics contain criteria that are general across tasks. Advantage: can use the same rubric across different tasks Disadvantage: feedback may not be specific enoughTask specific rubrics are unique to a specific task. Advantage: more reliable assessment of performance on the task Disadvantage: difficult to construct rubrics for all specific tasks

  • Rubric Components

    Task descriptionScaleDimensionsDescription of the Dimensions.

    Oral Presentation Rubric

    Category3210Focus on topicContentEnthusi-asmEye ContactTechnologyGeneraliz-abilityTime Limit10-20 mins7-9 mins5-6 minsLess than 5 or more than 20

  • #1 Task DescriptionPresents a thorough description of the paper, presentation, lab, film, etc. Situates assignment in the desired learning outcomes of the course

    Sample Description: Each student will make a 20-minute presentation on the economic, social, and political changes in the Harrisonburg community, choosing a decade upon which to focus. The student may focus the presentation in any way s/he wishes, but there needs to be a stated thesis and inclusion of photographs, maps, graphs, and/or other visual aids.

    Examples derived from sources cited on last slide.

  • #2 Scale3 level: excellent, competent, needs work4 level: exemplary, proficient, marginal, unacceptable

    ExcellentCompetentNeeds WorkDimension 1Dimension 2Dimension 3Dimension 4Dimension 5

  • #3 DimensionsPresents skills, knowledge, and abilities comprising the assignmentAscribes percentage points to each dimension

    ExcellentCompetentNeeds WorkKnowledge/ understanding(20%)Thinking/Inquiry(30%)Communication(20%)Use of visual aids (20%)Presentation skills (10%)

  • #4 Description of the DimensionsOffers a description of the highest level of expectation; each level down shows the difference between that level and the idealPlaces emphasis on possibility over failure

    ExcellentCompetentNeeds WorkCommunication20%The presentation is imaginative and effective in conveying ideas to the audience. The presenter responds effectively to audience reactions. Presentation techniques are effective in conveying ideas, but a bit unimaginative and some questions from the audience remain unanswered.The presentation does not capture the interest of the audience and/or is confusing in what is to be communi-cated by the thesis. Presentation Skills10%The presenter speaks clearly and loudly enough to be heard, using eye contact, a lively tone, gestures, and body language to engage the audience.The presenter speaks clearly and loudly enough to be heard but tends to drone or fails to use eye contact, gestures, and body language effectively.The presenter cannot be heard or speaks unclearly. No attempt to engage the audience through eye contact, gestures, etc.

  • Building a RubricReflectingListingGrouping & LabelingApplication

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