Best Practices In College Teaching: Designing Effective Rubrics - PowerPoint PPT Presentation

Loading...

PPT – Best Practices In College Teaching: Designing Effective Rubrics PowerPoint presentation | free to download - id: 5bdbc3-ZDU1Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Best Practices In College Teaching: Designing Effective Rubrics

Description:

Best Practices In College Teaching: ... Reflection Eight questions to consider: Why did you create assignment? ... PowerPoint Presentation Author: renee – PowerPoint PPT presentation

Number of Views:286
Avg rating:3.0/5.0
Slides: 43
Provided by: ren1105
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Best Practices In College Teaching: Designing Effective Rubrics


1
Best Practices In College Teaching Designing
Effective Rubrics
  • Debra Dunlap Runshe
  • Educational Technology Consultant
  • Information Technology at Purdue (ITaP)
  • Teaching and Learning Technologies

2
Have you ever had a student look at you like
this?
3
Have you ever felt like this?
4
Do you need a rubric?
  • If you agree with any of these statements a
    rubric may be for you
  • You are getting carpal tunnel syndrome from
    writing the same comments on almost every student
    paper.
  • You have graded all your papers and worry that
    the last ones were graded slightly differently
    from the first ones.
  • Youve sometimes been disappointed by whole
    assignments because all or most of your class
    turned out to be unaware of academic expectations
    so basic that you neglected to mention them
    (e.g., the need for citations or page numbers).

(Stevens Levi, 2013)
5
Webinar Objectives
  • By the end of this webinar, you will be able to
  • articulate how rubrics can be useful.
  • describe characteristics of a rubric.
  • distinguish between analytic and holistic
    rubrics.
  • design a rubric.

6
Where are you now?
  • Do you use rubrics to assess student work? If
    so, how?
  • What do you already know about rubrics?
  • What are some things you want to learn about
    using rubrics to assess student work?

7
Definition of a Rubric
  • Rubrics are criterion-referenced rules for
    assessing student performance holistically or
    analytically (on different dimensions).
  • A scoring tool that lays out the specific
    expectations for an assignment, providing a
    detailed description of what constitutes
    acceptable or unacceptable levels of performance.

(Stevens Levi, 2013)
8
Parts of a Rubric
  • Task description
  • A scale
  • Dimensions of the assignment
  • Descriptions of performance level

(Stevens Levi, 2013)
9
Analytic vs. Holistic Rubrics
  • Analytic rubric Common when evaluating
    independent dimensions or components of student
    work.
  • Holistic rubric Common when the assessed
    criteria are considered in combination and when
    quality is judged broadly.

10
Holistic Rubric
Task Description
Scale Level 1 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 2 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 3 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 4 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 5 Dimension 1 description Dimension 2 description Dimension 3 description
11
Holistic Rubric
Article Review
A Insightful development and mature style Cogent analysis of or response to the text Uses sophisticated sentences effectively
B Clearly competent Thoughtful analysis of or response to the text Less fluent and complex style than 6, but chooses words accurately, varies sentences effectively
C Satisfactory Adequate analysis of response to the text Usually chooses words of sufficient precision, sentences of reasonable variety
D Unsatisfactory in one or more ways May analyze or respond to text illogically Frequently imprecise word choice and little sentence variety
F Serious weaknesses, of several kinds Simplistic, inappropriate, or incoherent analysis of or response to text Inaccurate word choice, monotonous or fragmented sentence structure
12
Analytic Rubric
Task Description
Scale Level 1 Scale Level 2 Scale Level 3 Scale Level 4
Dimension 1
Dimension 2
Dimension 3
13
Analytic Rubric
Oral Presentation
Exemplary Competent Developing
Content Full understanding of topic Good Understanding of parts of topic Does not seem to understand topic
Stays on topic Stays on topic 100-95 of the time Stays on topic 94-75- of the time It was hard to tell what the topic was
Preparedness Completely prepared and has obviously rehearsed Somewhat prepared, but it is clear that rehearsal was lacking Does not seem at all prepared to present
Eye contact Establishes eye contact with everyone in the room Sometimes establishes eye contact Does not look at people during the presentation
14
Constructing a Rubric
  • A rubric is a protocol for grading based on
  • critical components
  • scoring scale
  • So, what components are worth grading on?

15
What is worth grading on?
  • Comprehensive literature review
  • Clarity of rational for chosen research design
    including importance to field
  • Understanding of methodology to be used
  • Includes and addresses potential limitations and
    implications for practice
  • Proper references to texts, other resources
  • Organization, conformity to format
  • Precision of measurement, quality of data
  • Clarity of explanations, expression
  • Strength/tightness of arguments
  • Grammar and mechanics
  • Writing style
  • Use of APA Style

16
Constructing a Rubric
  • Four Important Steps
  • Reflection
  • Listing of Objectives
  • Grouping and Labeling
  • Application of Scales

(Stevens Levi, 2013)
17
Step 1 Reflection
  • Eight questions to consider
  • Why did you create assignment?
  • Have you given this or similar assignment before?
  • How does the assignment relate to the rest of the
    course?
  • What skills do students need for successful
    completion?
  • What exactly is the task assigned?
  • What evidence can students provide to show they
    have successfully completed the assignment?
  • What does an exemplary product look like?
  • What does the worst example of a product look
    like?

(Stevens Levi, 2013)
18
Step 1 Reflection
19
Step 2 Listing of Objectives
  • What are the specific learning objectives for
    this assignment?
  • What is the highest level of performance you
    expect for each learning goal?

20
Step 3 Grouping and Labeling
Dimensions of an Academic Research Proposal
Research Question
Literature Review
Methodology
Limitations and Significances
Transitions
Grammar and Style
21
Step 4 Application of Scales
  • Exemplary, proficient, marginal, unacceptable
  • Advanced, intermediate high, intermediate, novice
  • Distinguished, proficient, intermediate, novice
  • Accomplished, average, developing, beginning
  • Outstanding, very good, good, poor,
    unsatisfactory
  • A, B, C, D, F
  • Satisfactory, unsatisfactory

22
Scoring Scale Example
  • Elegance of Argument component
  • 5 Original and clearly stated thesis,
    persuasive, well-organized, imaginative use of
    source material
  • 4 Clearly stated thesis, good use of sources,
    well organized
  • 3 Facts straight with reasonable explanation of
    the subject under consideration
  • 2 Poorly stated thesis, inadequate survey of
    available sources, poor organization
  • 1 No awareness of argument or complexity

23
Reliability and Validity
  • Reliability - Does it get the same results
    consistently?
  • Would two experts from the same discipline score
    student demonstration the same with the rubric?
  • Validity Does it measure what it claims to
    measure?
  • Would two experts from the same discipline
    consider what the student is asked to demonstrate
    an example of what you want to measure?

24
Lets Create a Rubric
  • Think about building a rubric for buying a house.
  • Identify the components that are critical in
    completing this task.
  • Write the descriptive
  • levels for the
  • components.

25
Step 1 Reflection
26
Step 2 Listing of Objectives
27
Step 3 Grouping and Labeling
28
Step 4 Application of Scales
Satisfactory
Unsatisfactory
Developing
Proficient
accomplished
29
Advantages of a Clear Rubric
  • Provides timely feedback
  • Prepares students to use detailed feedback
  • Encourages critical thinking
  • Facilitates communications with others
  • Helps refine teaching methods
  • Levels the playing field

(Stevens Levi, 2013)
30
Rubrics Help Students to Self-assess
  • Provide examples of work corresponding to
    different levels
  • Provide coaching on components of quality before
    the whole assignment is undertaken
  • Have students use the rubric to assess each
    others practice assignments and develop norms of
    fairness
  • Have students use the rubric to assess their own
    work and provide feedback on their self-assessment

31
Other Considerations
  • Research other rubrics
  • Peer evaluation
  • Revise, revise, revise

32
eTools for Rubric Construction
  • RubiStar
  • http//rubistar.4teachers.org
  • iRubric
  • http//www.rcampus.com/indexrubric.cfm

33
AACUs VALUE Rubrics
(Retrieved from http//www.aacu.org/value/rubrics/
index_p.cfm?CFID41453385CFTOKEN58615771 August
8, 2012)
34
VALUE Rubrics
Learning Outcomes for the development of VALUE
Rubrics
  • Intellectual and Practical Skills
  • Inquiry and analysis
  • Critical thinking
  • Creative thinking
  • Written communication
  • Oral communication
  • Reading
  • Quantitative literacy
  • Information literacy
  • Teamwork
  • Problem solving
  • Personal and Social Responsibility
  • Civic knowledge and engagement-local and global
  • Intercultural knowledge and competence
  • Ethical reasoning
  • Foundations and skills for lifelong learning
  • Integrative and Applied Learning
  • Integrative and applied learning

(Retrieved from http//www.aacu.org/value/aboutthe
rubrics.cfm August 8, 2012)
35
Summary
  • During this webinar, we
  • discussed how rubrics can be useful.
  • described characteristics of a rubric.
  • distinguished between analytic and holistic
    rubrics.
  • designed a rubric.

36
Why use rubrics?
  • So students look like this

37
  • Debra Dunlap Runshe, Educational Technology
    Consultant
  • Information Technology at Purdue (ITaP)
  • Teaching and Learning Technologies
  • 155 South Grant Street
  • West Lafayette, IN 47907-2114
  • Phone 765-494-6253 
  • Email drunshe_at_purdue.edu
  • www.innovativeeducators.org

38
References and Resources
  • ALTEC at University of Kansas. RubiStar. Web
    site http//rubistar.4teachers.org
  • Carnegie Mellon, Eberly Center for Teaching
    Excellence. Grading and performance rubrics.
    Retrieved June 11, 2010 from http//www.cmu.edu/te
    aching//designteach/teach/rubrics.html
  • Kansas State University, Office of Assessment.
    Measures, rubrics, tools for assessing student
    learning outcomes. Web site http//www.k-state.ed
    u/assessment/plans/measures/samples/index.htm
  • McGonigal, K. (2006, spring). Getting more
    teaching out of testing and grading."
    Speaking of Teaching, 15, 2. Retrieved June 11,
    2010 from http//ctl.stanford.edu/Tomprof/postings
    /738.html
  • Moskal, B. M. (2003). Recommendations for
    developing classroom performance assessments and
    scoring rubrics Electronic version. Practical
    Assessment, Research Evaluation, 8(14).
    Retrieved June 11, 2010 from http//pareonline.net
    /getvn.asp?v8n14
  • Moskal, B. M. (2000). Scoring rubrics what, when
    and how? Electronic version. Practical
    Assessment, Research Evaluation, 7(3).
    Retrieved June 11, 2010 from http//PAREonline.net
    /getvn.asp?v7n3

39
References and Resources
  • Palomba, C.A., Banta, T.W. (1999). Assessment
    essentials Planning, implementing, and improving
    assessment in higher education. San Francisco
    Jossey-Bass.
  • Quinlan, A. M. (2006). A complete guide to
    rubrics Assessment made easy for teachers,
    K-college. Lanham, MD Rowman Littlefield.
  • Reazon System, Inc. iRubric. Web site
    http//www.rcampus.com/indexrubric.cfm
  • rSmart, a Sakai Commercial Affiliate. Resources
    for teaching and learning. Web site
    http//openedpractices.org/resources
  • Simkins, M. (1999). Designing great rubrics.
    Technology Learning, 20 (1), 23-24, 28-30.
  • Stevens, D. D. Levi, A. J. (2013). Introduction
    to rubrics. (2nd Ed.) Sterling, VA Stylus.
  • Suskie, L. (2009). Assessing student learning A
    common sense guide. (2nd ed.). San Francisco
    Jossey-Bass.
  • TLT Group. Rubrics. Web site http//www.tltgroup
    .org/resources/Rubrics.htm
  • Walvoord, B.E. (2010). Effective grading A tool
    for learning and assessment. San Francisco
    Jossey-Bass.

40
Quick Guide to Rubrics
  • What are rubrics?
  • A rubric is a criterion-referenced scoring tool
    for assessment linked to learning objectives that
    is used to assess a student's performance.
    Rubrics allow for standardized evaluation
    according to specified criteria, making grading
    simpler and more transparent.
  • What benefits do rubrics offer, and to whom?
  • Rubrics benefit both the instructor and the
    students. They are used both to guide student
    learning and to assess student learning outcomes.
  • Creating rubrics
  • Steps in creating rubrics include 1) articulate
    the objective(s) of the assignment 2) identify
    criteria to be evaluated 3) determine the levels
    of performance across the criteria 4) describe
    the performance at the various levels for each
    criterion.
  • Resources for rubric creation
  • AACUs VALUE rubrics from www.aacu.org/value/meta
    rubrics.cfm
  • Rubistar http//rubistar.4teachers.org
  • iRubric http//www.rcampus.com/indexrubric.cfm

41
Rubric Template
(Describe here the task or performance that this
rubric is designed to evaluate.)
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
42
Rubric Title (highlight and replace with your
title)
(Description of task or performance - highlight
and replace with your description.)
Score



About PowerShow.com