Presentation on theme: "Vivian Mun, Ed.D. Accreditation 2012. What is a rubric? A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for."— Presentation transcript:
What is a rubric? A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); It also articulates gradations of quality for each criterion, from excellent to poor. Rubrics differ from traditional methods of assessment in that they examine students in the actual process of learning, clearly showing them how their work is being evaluated. Accreditation 2012
Why Use Rubrics? Serves as powerful tools for both teaching and assessment Rubrics help to precisely define faculty expectations. Helps students become more thoughtful judges of the quality of their own and others’ work Reduces the amount of time teachers spend evaluating student work Their “accordion” (or flexible) nature allows them to accommodate diverse learning needs Easy to use and to explain Accreditation 2012
Types of Rubrics Holistic Rubric - Analytical Trait Rubric - addresses overall characteristics of the entry views final product as set of interrelated tasks contributing to the whole One score provides a overall impression of ability on any given product or work Disadvantage: does not provide detailed information about student performance in specific areas of content or skill Breaks down objective or final product into separate parts assesses individual traits, or components of the performance separately Total score is sum of rating for all of the parts that are being evaluated Accreditation 2012
Parts of an Analytical Rubric Task Description (Outcome) Scales (Levels of Performance or Competency) Dimensions (Primary Traits of Evaluation/Criteria) Performance Descriptors (Qualifying Statements)
A Rubric Consists Of 1.Task Description (Outcome) – The task description involves some sort of performance by the student. What do you expect students to do with the knowledge they receive in your class? Ex) Keyboarding I class – Using word processing software, students will create and edit business letters, reports, and memos. 2. Scales (Levels of Performance or Competency) The scale describes how well or poorly any given task has been performed. General guidelines: Scale descriptors should be tactful but clear Three levels of performance is usually sufficient at least in the beginning Five levels of performance should be the absolute maximum Ex) Distinguished, proficient, intermediate, novice (4 levels) Ex) Good job, Doing Fine, What happened? (3 levels) Accreditation 2012
A Rubric Consists of…(cont) 3.Dimensions (Primary Traits of Evaluation/Criteria) describe the criteria that will be used to evaluate the work that students submit as evidence of their learning. can also convey the relative importance of each of the criteria. provide students with information on how their work will be evaluated and the relative importance of the skills they need to demonstrate. Ex) Writing – Introduction, Body, Conclusion, Language 4. Performance Descriptors (Qualifying Statements) This area provides a description of what constitutes each level of performance in the rubric. The performance descriptors offer specific feedback on the dimensions of the task. Accreditation 2012
How to develop a rubric: 1) Reflect on the assignment or SLO: - What is the purpose? What is the objective? What evidence could students provide to demonstrate their learning? 2) List all the expectations. 3) Group the expectations based on their similarities 4) Label those groups with an overarching term. (These labeled groups become the rubric’s dimensions) 5) Apply your work by fitting it into the rubric grid. This is your draft rubric. 6) Revise rubric draft through student input. Accreditation 2012
Additional Tips on Rubrics Increase validity and reliability of rubrics by calibrating with other faculty members Students are far more likely to understand a rubric deeply if they have helped create it. At the very least, the criteria for grading should be made clear to students at the onset of the assignment Accreditation 2012
Outcome: Students will write a multi-paragraph, in-class essay with an introduction, body paragraphs, and a conclusion in response to a reading question. CriteriaExemplaryAcceptableUnacceptable Introduction Contains a well- developed thesis statement that outlines the development of the essay Contains a thesis statement; may lack a controlling idea or organizing pattern Thesis statement may be vague or missing Body Body paragraphs provide clear details that develop the thesis; transitions are used throughout Body paragraphs contain details; use of transitions may be sporadic. Details may be missing, vague, or irrelevant; few transitions are used Conclusion Extends the thesis in some way Restates the thesis but may not offer concluding question or extension. No conclusion evident; student stops writing without coming to a conclusion Language Language is consistently clear with few, if any errors; contains variety in sentence patterns and control of verb tenses. Language is comprehensible; errors do not distract reader; may lack sentence variety; control of verb tenses may be inconsistent May contain frequent or serious errors that distract reader; sentence patterns may not vary; control of verb tenses may be weak.
Suggestions for Using Rubrics Have students develop the rubric for a project. Have students use the rubric for self-assessment or peer assessment. Hand out the rubric with the assignment. Return the rubric with the grading on it.