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College of Health Sciences Lunch and Learn Series February 12, 2010 Rena Murphy & Sharon Stewart.

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Presentation on theme: "College of Health Sciences Lunch and Learn Series February 12, 2010 Rena Murphy & Sharon Stewart."— Presentation transcript:

1 College of Health Sciences Lunch and Learn Series February 12, 2010 Rena Murphy & Sharon Stewart

2 A scoring tool in the form of a grid or matrix that lays out the specific expectations for an assignment Divides an assignment into its component parts and provides a detailed description of acceptable or unacceptable levels of performance for each part

3 Title and task description (the assignment) A scale of some sort (descriptive terms, grades, or points) Dimensions of the assignment (breakdown of skills/knowledge involved in the task) Specific descriptions of what constitutes each level of performance displayed on a grid


5 You repeatedly provide the same comments when grading students assignments You are concerned that you may be grading the same assignment differently for some students than for others You have made a complex assignment and you are not sure how to communicate the expectations clearly You are disappointed because students seem unaware of the expectations for an assignment and seem surprised by your feedback Students ask many questions about an assignment, even though you think you explained it

6 Benefits to students Helps students understand the specific expectations for the assignment Serves as a means for students to monitor and assess their own progress Establishes a framework for consistent and informative peer assessment Used properly, it provides students with detailed and timely feedback Ensures that summative feedback is consistent across students

7 Benefits to instructor Provides a framework for presenting the details and expectations for the assignment Serves as a tool for providing students with periodic formative feedback Can be provided to students as an instrument for guiding peer assessment Is efficient, allowing for detailed and timely feedback Promotes consistency in providing summative feedback Guides instruction and may help in refining instructional skills

8 DO: Provide a copy of the rubric to students EARLY – preferably at the beginning of the term Post on Blackboard or attach to the syllabus Clearly tie the assignment tasks to the criteria of the rubric Refer to it periodically throughout the term as a way to discuss expectation for the assignment due dates DONT Assume students know what a rubric is or how to use it Explain to students how you will use the rubric for grading Allow students to ask questions about the assignment and tasks or directions that are unclear Use a rubric for grading purposes without sharing the criteria with the students

9 Review the materials for the assignment – looking for themes; Feedback from students re: the rubric – questions asked; clarification for missing information; etc. Start with the end in mind Use your expectations of a quality product to define the attributes and describe the various levels of mastery in each dimension. Identify clear performance criteria Maintain consistent attributes in each level of scoring Alter the level of quality of the attribute to show mastery Do not introduce new attributes into a performance criteria

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