Grading%20Rubrics

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Grading Rubrics

• Heartland Community College
• IDC

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Rubrics

• Purpose of Workshop
• Define Rubrics and Identify their general
  Strengths and Weaknesses
• Identify the value of Rubrics for faculty
• Create a Rubric for your Assignment
• Reflect upon the usefulness of Rubrics

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Rubrics

• Definition
• Explicit plans for classification of behaviors or
  artifacts into categories along a continuum.
• Use Measurable Criteria, Operationalize
• Two types
• Holistic and Analytic

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Rubrics

• Rubrics in an assessment context
• validity
• understanding
• misspecification
• over-simplification
• up front work

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Rubrics

• Rubrics in Program Assessment
• ID program strengths and weaknesses
• Way to aggregate assignments, artifacts
• Staff Development
• Support Assertions, Credibility
• Can be both formative and summative
• Way to force dept./division dialogue
• Tool not an answer

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Rubrics

• Value of Rubrics for faculty
• Intentional and Explicit
• Go over examples, samples of good work
• Separate from grade if desired
• Interactive, empowering for students
• Feedback is guided, may save time
• Allows for multiple forms of interactions in
  classroom

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Rubrics

• Creating a Rubric (View Handouts)
• Operationalize Quality
• ID Outcomes
• ID Levels of Performance
• Beginner, Developing, Accomplished
• Unacceptable, Marginal, Acceptable, Good,
  Outstanding
• Novice, Competent, Exemplary
• Needs Work, Good, Excellent
• Intern, Member of Congress, Senator, President

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Rubrics

• Creating a Rubric
• Additional Considerations
• Define behaviors/products at each level
• Start with best and worst
• Levels should be clear, simple, valid
• Use existing artifacts as a guide
• Practice
• Be Iterative and Flexible
• Revise

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Rubrics

• Creating a Rubric for Your Class
• ID Assignment
• ID Expected Outcomes
• ID Levels of Ability
• ID Expectations for Each Level
• Test and Revise

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Rubrics
Assignment Level 1 Level 2 Level 3 Level 4 SCORE
Outcome 1
Outcome 2
Outcome 3
Outcome 4
SCORE
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Rubrics

• Sum Up
• Holistic or Analytic
• Intentional and Interactive
• Subject to Misuse and Misinterpretation
• Can be a time saver
• Can foster wide ranging conversations about
  learning outcomes.

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Rubrics

• Some Rubric Resources
• http//www.uc.edu/gened/ExemplarRubrics/Entry.htm
  
• http//www.bridgew.edu/AssessmentGuidebook/example
  s.cfm
• http//www.pz.harvard.edu/Research/RubricSelf.htm
  
• http//www2.sjsu.edu/ugs/assessment/as-tools.htm
• http//www.coloradocollege.edu/library/ACMassign/t
  hinking.html
• http//web.njit.edu/ronkowit/teaching/rubrics/

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Rubrics

• Rubric Generators On-line
• http//www.teach-nology.com/web_tools/rubrics/
• http//rubistar.4teachers.org/index.php
• http//its.monmouth.edu/FacultyResourceCenter/Rubr
  ics/A20Rubric20for20Rubrics.htm