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Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics Eric Haas Scottsdale Community College.

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Presentation on theme: "Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics Eric Haas Scottsdale Community College."— Presentation transcript:

1 Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics Eric Haas Scottsdale Community College

2 Outline SCC’s Assessment Strategy Development of Rubrics Problems with Rubrics Simple Solutions Thinking About the Future

3 HLC Site Visit

4 Simple Changes Stop clubbing baby seals Once again, punctuation saves lives Stop clubbing, baby seals

5 Juxtacognition

6 Structure vs. Freedom

7 Spaghetti vs. Waffles

8 WOVeN Model WrittenOralVisualNumerical Critically Analyze  Reading research articles  Reading literature  Reading magazine or newspaper articles  Listening to speeches  Listening to lectures or presentations  Exploring visual art  Examining graphs and figures  Examining physical specimens or objects  Exploring physical demonstrations  Working with numbers and formulas  Examining data and statistics  Exploring spreadsheets Effectively Communicate  Writing essays  Writing journals or reaction papers  Writing research reports  Presenting speeches  Debating topics  Explaining thoughts or positions  Creating visual art  Creating graphs and figures  Creating physical objects  Creating data  Creating spreadsheets  Creating statistics

9 Rubrics

10 Reporting Results “ENG101 students demonstrated an average of 16.3 out of 20 (81.5%) on the Written Communication rubric.”

11 But How Do We Use That Data? “ENG101 students demonstrated an average of 16.3 out of 20 (81.5%) on the Written Communication rubric.”

12 Criterion-Based Outcomes “545 out of 625 (87.2%) ENG101 students achieved the 70% competency level on the Written Communication Rubric.”

13 Criterion Profile

14 Can We Get Even More Precise?

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18 Future Considerations Pros Precise feedback Actionable data Faculty can see the benefit Encourages “scaffolding” Cons Worse reliability? Reductionistic Overwhelming data? Demands precise rubrics

19 Creating a Rubric Choosing Learning Outcomes – What are the things that a “successful” student should be able to do after the class, etc.? Measureable – What would tell you that a student can do those things? What would they be able to do? Organize – Which outcomes are related to each other?

20 Questions?


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