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Effective Use of Rubrics to Assess Student Learning

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Title: Effective Use of Rubrics to Assess Student Learning Author: colon-m Last modified by: FCPS Created Date: 2/23/2007 2:21:23 PM Document presentation format – PowerPoint PPT presentation

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Title: Effective Use of Rubrics to Assess Student Learning


1
Effective Use of Rubrics to Assess Student
Learning
2
What is a Rubric?
  • A scoring tool that lists the criteria or 'what
    counts for a piece of work."
    Heidi Goodrich
  • A scoring scale used to assess student
    performance along a task-specific set of criteria

3
Rubrics
  • Powerful communication tool
  • When shared it communicates in concrete and
    observable terms what we value most.
  • Provides a means to clarify our vision of
    excellence and conveys it to our students
  • Provides a rationale for assigning grades to
    subjectively scored assessments.

4
Sharing the rubric with students is vitaland
only fairif we expect them to do their best
possible work.
Think about it!
Did you know The Rights and Responsibilities
document found in the FCPS calendar states that
students must be informed of how their work will
be graded? Take a look!
5
Advantages of using rubrics
  • For Students
  • Help them define "quality
  • Promote student awareness of about the criteria
    to use in assessing peer performance
  • Help students judge and revise their own work
    before handing in their assignments.
  • Clearly show the student how their work will be
    evaluated and what is expected
  • For the Teacher
  • Allow evaluation and assessment to be more
    objective and consistent
  • Help focus criteria in specific terms
  • Provide useful feedback regarding the
    effectiveness of the instruction
  • Provide benchmarks against which to measure and
    document progress

6
Types of Rubrics
  • Analytical
  • Holistic

7
Analytic Rubric
  • Describes levels of performance for each
    criterion to assess student performance on each
    of them.

8
Analytical Rubric - Research
Levels of Performance Levels of Performance Levels of Performance
Criteria Weight 1 2 3
Number of Sources x1 1-4 5-9 10-12
Historical Accuracy x3 Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies
Organization x1 Can not tell from which source information came Can tell with difficulty where information came from Can easily tell which sources info was drawn from
Bibliography x1 Bibliography contains very little information Bibliography contains most relevant information All relevant information is included
9
Holistic Rubric
  • Assigns a level of performance by assessing
    performance across multiple criteria as a whole.
  • Does not list separate levels of performance for
    each criterion.

10
Holistic Rubric - Research
  • Rubric
  • 3 - Excellent Researcher
  • included 10-12 sources
  • no apparent historical inaccuracies
  • can easily tell which sources information was
    drawn from
  • all relevant information is included
  • 2 - Good Researcher
  • included 5-9 sources
  • few historical inaccuracies
  • can tell with difficulty where information came
    from
  • bibliography contains most relevant information
  • 1 - Poor Researcher
  • included 1-4 sources
  • lots of historical inaccuracies
  • cannot tell from which source information came
  • bibliography contains very little information

11
Main Components of Rubrics
  • Dimensions, Criteria, Traits, Attributes
  • Elements that characterize good performance of a
    task
  • Definitions and Descriptors
  • To specify and clarify the meaning of each
    dimension
  • Scale of Values
  • Numerical or Qualitative or Combination
  • Optional
  • Weights
  • Value that represents the relative value of each
    dimension
  • Examples or Models

12
Scales
  • Qualitative
  • May include labels such as
  • Not yet, developing, achieving
  • Emerging, developing, achieving
  • Novice, apprentice, proficient, distinguished
  • No evidence, minimal evidence, partial evidence,
    complete evidence
  • Exemplary, Acceptable, Unacceptable
  • Quantitative
  • Numbers representing
  • 1 5
  • 5 1
  • 1 3
  • 3 1
  • Actual point value
  • May be used to reflect relative weight

13
Recommendations
  • Criteria clearly aligned with the requirements of
    the task and the stated goals and objectives. 
  • Criteria should be expressed in terms of
    observable behaviors or product characteristics.
  • Scoring rubrics should be written in specific and
    clear language that the students understand. 

14
Recommendations
  • The number of points that are used in the scoring
    rubric should make sense. 
  • The separation between score levels should be
    clear.  
  • The statement of the criteria should be fair and
    free from bias. 

15
Some Home-made Examples
  • Rubric for Scoring Project
  • Rubric for Peer Evaluation of Group Project

16
Rubrics Available Online
  • Team work (2)
  • Oral Communication skills (2)
  • Writing skills (2)
  • Leadership
  • Critical thinking
  • Ethical Considerations (2)
  • Global Perspective
  • Case Analysis

17
Where to Begin
  • Identify a learning goal
  • Choose outcomes that may be measured with a
    rubric
  • Develop or adopt (and adapt) an existing rubric
  • Share it with students
  • Assess / Grade
  • Analyze and report results

18
Some Links of Interest
  • http//cnx.org/content/m14059/latest/
  • http//faculty.css.edu/dswenson/web/Gradingrubrics
    /rubricethics.html
  • http//www.personal.psu.edu/faculty/d/x/dxm12/n458
    /sample_case_rubric.htm
  • http//faculty.css.edu/dsurges/ASSESSMENT/rubricet
    hics.html

19
Some Links of Interest
  • http//www.tcnj.edu/set/mw-steps.htm
  • http//www.viterbo.edu/personalpages/faculty/WStob
    b/WAC20-20Pharm2.htm
  • http//academic.scranton.edu/department/assessment
    /ksom/
  • http//academic.scranton.edu/department/assessment
    /ksom/Ethical-Considerations-Rubric.pdf (ECR )

20
Some Links of Interest
  • http//www.winona.edu/AIR/rubrics.htm
  • http//www4.nau.edu/assessment/main/degree/plans/B
    usinessAdminReport_Nov05.pdf
  • http//www.sciencenetlinks.com/lessons.cfm?Benchma
    rkID6DocID61
  • http//csethics.uis.edu/dolce/teachsoft.html
  • http//school.discovery.com/schrockguide/assess.ht
    ml

21
Task
  • Which type of rubric do think is the most
    effective for your content area? Your
    personality? A particular project? Compose a
    response to this prompt on Edmodo.
  • Post one or two replies to a colleagues response.
    Make sure everyone has at least one reply.
  • To see what you will do next week, click on the
    next slide!

22
Lets try it! Developing a Rubric
  • Choose a learning goal or assignment
  • Identify at least three (3) critical dimensions
    or elements of the task
  • Design a scale of at least 3 levels
  • For each dimension describe behaviors that
    represent each level of quality
  • Post your rubric on Edmodo
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