1. Using Rubrics to Enhance Learning Connie Schroeder, Ph.D. Center for Instructional and Professional Development University of Wisconsin-Milwaukee

2. Rubrics?  How many of you have developed and used rubrics in your courses?  Examples of assignments  Examples of rubrics

3. What is the value of a rubric? Helps clarify to students what you expect Saves time in the grading process Allows for greater consistency and fairness Helps students evaluate their own work Helps students give constructive feedback to peers Helps team teachers or teaching assistants grade consistently Helps teachers of sequenced courses communicate with each other about standards and criteria Assists with departmental/institutional assessment

4. Common Questions Q: Is a rubric a grade? A: No. It is more specific and detailed. It identifies strengths and weaknesses in student learning along a continuum that are demonstrated in student work. It may help determine a grade. Q: Should I share the rubric with students? A: Students should see the rubric before they begin work on the assignment so they will know the criteria on which they will be evaluated, learn the qualities of good work in the field, and consciously strive for those qualities. They become more aware and self-directed learners, even in other classes.

5. Two Types of Rubrics  A. Primary Trait Analysis  B. Matrix

6. Examples of Rubrics Primary Trait Analysis Trait: Synthesis of Ideas  4 Presents a perspective that synthesizes the main ideas of several readings in a way that gives more meaning to the readings as a whole rather than if the main ideas were presented individually.  3 Presents a perspective that synthesizes the main ideas of several readings. This perspective may be very general.  2 The main idea of one reading is presented as the dominant perspective of the paper.  1 There is no main idea of the paper.

7. Matrix Rubric (Noun) 5 Distinguished 3 Proficient 0 Unsatisfactory Score QualityPresents a concise lead-in to the report. Exceptionally clear, concise, and insightful Background Information Topic Research Context Terminology Purpose/ Problem

8. A. Primary Trait Analysis Rubric (PTA) 1. Choose an assignment.  Why are students doing this assignment?  What do you hope they will demonstrate?  Are your objectives for the assignment clear?

9. 2. Identify the criteria or “traits” that will count in the evaluation of the assignment. Use nouns or noun phrases [Examples] -Hypothesis construction -Synthesis of ideas -Integration -Description -Argument -Original Thought -Analysis of findings -Application of formulas -Originality -Use of Sources -Clarity of thesis -Supportive Evidence and Reasoning -Organization

10. Nouns vs. Commands or Descriptions Example Trait with command and description: “Make inferences that are [supported by specific information presented in the paper.”]  Trait with noun or noun phrase: “Inferences”

11. Identifying your criteria or “traits”  Look at your syllabus for a description of the assignment or any assignment sheets/handouts  Review copies of student assignments and any comments that you’ve written  What makes an “A” an “A” and how is a “B” different? You already use criteria in your head.

12. 3. Create a Scale for each trait  Construct a two- to five-point scale with descriptive statements about each trait. You may include a brief example Consider how your students will understand the description Avoid words such as ‘correct’ and ‘appropriate’ and ‘good’ or ‘poor.’ Example: If imaginative is a ‘trait’ how will you decide if the work is imaginative?

13. Example: Scale for Trait “Synthesis of Ideas” (with examples for students)  4 Presents a perspective that synthesizes the main ideas of several readings in a way that gives more meaning to the readings as a whole rather than if the main ideas were presented individually. Example: Urban an rural violence may differ in frequency but not in the intensity with which they affect the lives of the people…  3. Presents a perspective that synthesizes the main ideas of several readings. This perspective may be very general. Example: Violence is everywhere and affects us all.  2 The main idea of one reading is presented as the dominant perspective of the paper. Example: The article, “Gangster..” deals with gang violence.  1 There is no main idea of the paper. A reading may be discussed, but the main idea is not related to any other ideas.

14. Steps for Creating a PTA Rubric 1. Choose an assignment. 2. Identify the criteria or “traits” that will count in the evaluation of the assignment. Use nouns or noun phrases 3. Create a Scale for each trait Construct a two- to five-point scale with descriptive statements about each trait.

15. B. A Matrix Rubric 1. Choose an assignment 2. Identify the criteria of the assignment (Vertical Axis) 3. Construct a scale reflecting 2-5 levels of performance of each criterion (Horizontal Axis)  Example: CSU Fresno General Education Scoring Guide for Writing

16. Does your rubric work?  Try evaluating a student assignment  Ask a colleague to review your rubric  Does the rubric reflect the purpose of the assignment? If not, do the rubric criteria need revision?  Does the rubric connect to the course learning outcomes or goals? If not, does the assignment need to be tweaked OR do the course learning outcomes need revision?  Does the rubric reflect any of the mid-point learning goals? If not, check the course learning outcomes for connection to the mid-point learning goals.