STRATEGIES FOR USING RUBRICS AS A FORM OF

ASSESSMENT2013-2014 GTA ACADEMY

APRIL 9, 2014

MICHELLE RODEMS, PH.D.

ASSIGNMENT:

• WITHOUT TALKING TO ANYONE, AND WITHOUT LOOKING AT WHAT

ANYONE ELSE IS DOING, PLEASE DRAW A CAT.

• WHEN YOU HAVE COMPLETED THE ASSIGNMENT, PLEASE LOOK UP.

• NOW, WITHOUT TALKING TO ANYONE, AND WITHOUT LOOKING AT

WHAT ANYONE ELSE IS DOING, PLEASE GRADE THE DRAWING OF THE

CAT YOU HAVE BEEN GIVEN.

• WHEN YOU HAVE COMPLETED GRADING, PLEASE LOOK UP.

Realistic or cartoon? Face or body?By itself or in context? Other criteria?

http://www.flickr.com/photos/aigle_dore/

http://www.flickr.com/photos/ihasb33r/ http://www.flickr.com/photos/danseprofane/

http://www.flickr.com/photos/hkase/

RAT: READINESS ASSESSMENT TEST

1) INDIVIDUALLY – DRAFT LEVELS OF ACHIEVEMENT AND CRITERIA FOR THE

ASSIGNMENT: DRAWING A CAT.

2) GROUP – AS A GROUP, SELECT LEVELS OF ACHIEVEMENT AND CRITERIA FOR

THE ASSIGNMENT: DRAWING A CAT.

3) GROUP – AS A GROUP, BE PREPARED TO DISCUSS WHY YOU SELECTED THE

LEVELS OF ACHIEVEMENT AND CRITERIA THAT YOU DID.

4) PUT YOUR POST-IT ON THE WALL, AND ELECT A MEMBER OF YOUR GROUP TO

TALK ABOUT IT.

RUBRICS

• A “SCORING

GUIDE THAT

MAKES EXPLICIT

EXPECTED

QUALITIES OF

PERFORMANCE

ON A RATING

SCALE” (STEVES,

& LEVI, 2005).

• PROVIDE TIMELY FEEDBACK

• PREPARE STUDENTS TO USE

DETAILED FEEDBACK

• ENCOURAGE CRITICAL

THINKING

• FACILITATE

COMMUNICATION WITH

OTHERS

• HELP REFINE TEACHING

METHODS

• PROMOTES SELF-REGULATED

AND INDEPENDENT

LEARNING

• CAN SAVE TIME

KINDS OF RUBRICS

ANALYTIC

• IDENTIFY AND ASSESS COMPONENTS OF

A FINISHED PRODUCT

• PROVIDES SPECIFIC INFORMATION

ABOUT PERFORMANCE ON MULTIPLE

DIMENSIONS SO THAT PERFORMANCE

CAN BE ASSESSED ACROSS MORE THAN

ONE SCALE

• ALLOWS FOR SEPARATE SCALE

ASSESSMENT

HOLISTIC

• ASSESS STUDENT WORK AS A WHOLE.

• A BROAD, OVERALL, GENERAL

ASSESSMENT OF THE ENTIRETY OF A

PROCESS.

BREAKING IT DOWN

HOLISTIC RUBRIC

SCORING GUIDE RUBRIC

3-LEVEL RUBRIC

4-LEVEL RUBRIC

Critical Thinking Rubric Assignment Description: The purpose of this assignment is for you to demonstrate your critical thinking abilities when addressing an engineering problem that was encountered in the “real world.”

100-93 (A) 92-81 (B) 80-73 (C) 72-0 (D, F)

Purpose And Questions (10%)

Clearly identifies the purpose including all complexities of relevant questions. 10--- 9.3 Points

Clearly identifies the purpose including some complexities of relevant questions. 9.2---8.1 Points

Identifies the purpose including irrelevant and/or insufficient questions. 8---7.3 Points

Unclear purpose that does not includes questions. 7.2---0 Points

Information (20%)

Accurate, complete information that is supported by relevant evidence. 20--- 18.6 Points

Accurate, mostly complete information that is supported by evidence. 18.4---16.2 Points

Accurate but incomplete information that is not supported by evidence. 16---14.6 Points

Inaccurate, incomplete information that is not supported by evidence. 14.4---0 Points

Assumptions and Point of View (20%)

Complete, fair presentation of all relevant assumptions and points of view. 20--- 18.6 Points

Complete, fair presentation of some relevant assumptions and points of view. 18.4---16.2 Points

Simplistic presentation that ignores relevant assumptions and points of view. 16---14.6 Points

Incomplete presentation that ignores relevant assumptions and points of view. 14.4---0 Points

Implications and Consequences (50%)

Clearly articulates significant, logical implications and consequences based on relevant evidence. 50---46.5 Points

Clearly articulates some implications and consequences based on evidence. 46---40.5 Points

Articulates insignificant or illogical implications and consequences that are not supported by evidence. 40-36.5 Points

Fails to recognize or generates invalid implications and consequences based on irrelevant evidence. 36---0 Points

Descriptive Title

Task Description

Scale Descriptors

Weighted

Dimensions

Dimension Descriptions

CREATING IN STAGES

• REFLECTING: WHAT DO WE WANT, WHY WE CREATED THE ASSIGNMENT, WHAT

HAPPENED THE LAST TIME WE GAVE IT, WHAT ARE OUR EXPECTATIONS?

• LISTING: DETAILS OF THE ASSIGNMENT AND LEARNING OBJECTIVES WE HOPE TO

SEE ACCOMPLISHED.

• GROUPING AND LABELING: ORGANIZE 1 & 2, GROUPING SIMILAR EXPECTATIONS

INTO WHAT WILL LIKELY BECOME RUBRIC DIMENSIONS

• APPLICATIONS: APPLY THE DIMENSIONS FROM STAGE 3 TO FINAL FORM OF

RUBRIC USING TEMPLATE.

• (MICHELLE’S ADDITION: CONSIDER KIND OF RUBRIC, WEIGHT OF CATEGORIES IF

APPLICABLE, POINTS ASSIGNED IF APPLICABLE)

GRADING RUBRICS• BLOOM’S TAXONOMY

• INDIVIDUALIZED, FLEXIBLE FORMATIVE FEEDBACK

• INDICATORS ACROSS ALL PERFORMANCE LEVELS

• CONTINUITY IN THE DIFFERENCE BETWEEN THE CRITERIA (THE DIFFERENCE BETWEEN A 2 AND A 3 PERFORMANCE SHOULD NOT BE MORE THAN THE DIFFERENCE BETWEEN A 3 AND A 4 PERFORMANCE.)

• EDIT THE INDICATORS TO ENSURE THAT THE LEVELS REFLECT VARIANCE IN QUALITY AND NOT A SHIFT IN IMPORTANCE OF THE CRITERIA.

• MAKE CERTAIN THAT THE INDICATORS REFLECT EQUAL STEPS ALONG THE SCALE. THE DIFFERENCE BETWEEN 4 AND 3 SHOULD BE EQUIVALENT TO THE DIFFERENCE BETWEEN 3 - 2 AND 2 - 1. “YES, AND MORE,” “YES,” “YES, BUT,” AND “NO” ARE WAYS FOR THE RUBRIC DEVELOPER TO THINK ABOUT HOW TODESCRIBE PERFORMANCE AT EACH SCALE POINT.

APPLICATION ACTIVITY

• IN YOUR GROUPS, USING:

• DESCRIPTION OF PROJECT

• EXPECTATIONS YOU CREATED

• MICRO-TEACHING DESCRIPTION

• ELEMENTS OF GROUP ASSESSMENT

• DESIGN A RUBRIC TO EVALUATE THE TEAM-BASED LEARNING INSTRUCTIONAL

TECHNOLOGY GROUP PROJECT

• WRITE ON BIG POST IT

• YOU WILL SHARE WITH THE ENTIRE GROUP

JUST A FEW NOTES

• SHARE WITH STUDENTS!!

• USE FOR YOURSELF

• CREATE A META-RUBRIC TO

DETERMINE QUALITY OF YOUR

RUBRICS

RESOURCES

• RUBISTAR: HTTP://RUBISTAR.4TEACHERS.ORG/INDEX.PHP

• EXEMPLARS: HTTP://COURSE1.WINONA.EDU/SHATFIELD/AIR/RUBRICS.HTM

• VALID ASSESSMENT OF LEARNING IN UNDERGRADUATE EDUCATION:

• HTTP://ASSESSMENT.UCONN.EDU/DOCS/HOW_TO_CREATE_RUBRICS.PDF

• DISCIPLINARY AND COMPETENCY RUBRICS:

HTTP://COURSE1.WINONA.EDU/SHATFIELD/AIR/RUBRICS.HTM

• MY DELICIOUS SITE: HTTPS://DELICIOUS.COM/MRODEMS/RUBRICS

• STEVENS, D. D., & LEVI, A. J. (2005). INTRODUCTIONS TO RUBRICS: AN ASSESSMENT

TOOL TO SAVE GRADING TIME, CONVEY EFFECTIVE FEEDBACK AND PROMOTE

STUDENT LEARNING. STERLING, VA: STYLUS.

ASSESSMENT

• SESSION ASSESSMENT

• POST-TEST

• FINAL REFLECTIONS