TVCA Assessment Workshop Series: Understanding the THINK Rubric

1
TVCA Assessment Workshop Series Understanding
the THINK Rubric

• Celine Kavalec-Miller
• Jenny Britton
• Learning Evidence TeamValencia Community College

2
Preview of Workshop

• Review assessment background
• Examine the THINK rubric through application
• Field test the THINK rubric

3
Ice Breaker

• Write down your answers to these questions.
• How would collecting student evidence help you as
  a teacher?
• What is your experience with holistic scoring and
  using rubrics?
• Why did you want to attend this workshop?.

4
Ice Breaker (cont.)

• In small group, share your answers.
• In the whole group What kinds of things are we
  thinking about as a group?

5
Why Should We Collect Evidence of Student
Learning?

• Improve student learning
• Identify patterns of strength and weakness in
  student performance
• Use what we learn to re-design teaching/advising
• Verify to various audiences that Valencia adds
  value to students and community

6
Gather Evidence
Interpret Evidence
Mission/Purposes Learning Outcomes
How well do we achieve our outcomes?
Enhance teaching/ learning inform institutional
decision- making, planning, budgeting
Peggy Maki
7
(No Transcript)
8
Challenges of implementing large scale assessment

• Creating a logistically fluid model
• Ensuring creativity in assignment
  choice
• Ensuring assessment data is not used
  inappropriately
• Ensuring consistency

9
Benefits of Using Rubrics

• Establishes clear expectations for students and
  assessors
• Provides objective assessment of work by
  instructor and students
• Ensures consistency in assessing and evaluating
• Allows more accurate peer review and self-review

10
Becoming familiar with the THINK rubric

• Two forms
• Analytic (multicolored/landscape)
• Dimensions of quality/criteria (emphasis)
• Levels of achievement/scale
• Holistic (orange/portrait)
• Levels of achievement/scale (emphasis)
• Dimension of quality /criteria

11
Working with the Analytic Rubric

• Method
• We will work with each criteria separately.
• Locate the rubric, paragraphs, and the 5
  criteria worksheets.

Les Demoiselles d'Avignon by Pablo Picasso
12
The Five Criteria/Dimensions(THINK indicators)

• Analyzing data, ideas, principles and
  perspectives
• Applying facts, formulas, procedures and concepts
• Presenting multiple points of view
• Drawing well supported conclusions
• Synthesizing ideas into a coherent whole

13
Analyzing Data (green)

• Read all criteria statements for this criteria.
• Read the four paragraphs.
• Rank each paragraph on your worksheet in the
  appropriate column, using1-4.
• Provide a brief written explanation for your rank.

14
Applying Facts (Tan)

• Read all criteria statements for the criteria.
• Read the four paragraphs.
• Rank each paragraph on your worksheet in the
  appropriate column, using 1-4.
• Provide a brief written explanation for your rank.

15
Presenting Multiple Points of View (Blue)

• Read all criteria statements for the criteria.
• Read the four paragraphs.
• Rank each paragraph on your worksheet in the
  appropriate column, using 1-4.
• Provide a brief written explanation for your rank.

16
Drawing Conclusions (Yellow)

• Read all criteria statements for the criteria.
• Read the four paragraphs.
• Rank each paragraph on your worksheet in the
  appropriate column, using 1-4.
• Provide a brief written explanation for your rank.

17
Synthesizing Ideas (Pink)

• Read all criteria statements for the criteria.
• Read the four paragraphs.
• Rank each paragraph on your worksheet in the
  appropriate column, using 1-4.
• Provide a brief written explanation for your
  rank.

18
Why holistic scoring?

• Writing is evidence of thinking (even in
  mathematics)
• Holistic scoring offers a method that is
• Valid
• Quick
• Reliable (if trained)

19
Holistic Scoring General Principles

• Consider how the elements work together to form a
  total impression
• Adopt the criteria of the think rubric to measure
  a performance, achieving consistency
• Recognize that the rubric defines a range of
  performances (use full range)

20
Holistic Scoring A Field Test

• Read each paper once, quickly and thoroughly
• Assign a score of 1-4 (one of each)
• Upper (34) or lower (12)
• Rank from lowest to highest

21
Holistic Scoring A Field Test (cont.)

• Do not mark on papers
• Saves time
• May prejudice a second reader
• Comment on scoring sheet (purple)
• When finished, wait quietly for others to finish

22
Discuss the range
23
Developing Expertise with the THINK Rubric

• No experts exist on applying the THINK rubric
• Expertise develops with use of the rubric
• We need to be patient
• with this process
• with ourselves

24
Todays Workshop

• Reviewed assessment background
• Examined the THINK rubric through application
• Field tested the THINK rubric

25
Next THINK Workshop

• Building Powerful Critical Thinking Assignments
• East, Tues., Feb. 28, 8-105D
• West, Wed., March 1 , 6-202
• Osceola, Friday, March 3, 1-171 
• All workshops from 2-4 pm

26
Thank you for participating.

• Please fill out the workshop evaluation form.