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Transformation: The Rubric Paradigm Gary Brown The Center for Teaching, Learning & Technology.

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Presentation on theme: "Transformation: The Rubric Paradigm Gary Brown The Center for Teaching, Learning & Technology."— Presentation transcript:

1 Transformation: The Rubric Paradigm Gary Brown The Center for Teaching, Learning & Technology

2 Copyright Statement Copyright Gary Brown, 2002. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

3 We should not expect the guidance for change of this magnitude—in institutional culture and values—to come from the faculty ranks. After all, faculty are deeply rooted in the traditional values of higher education. Fundamentally, this is a leadership issue. --Carole Barone, Vice President Educause

4 Student Enrollments in WSU Online Learning Spaces


6 The Goals, Activities, and Practices Invite faculty to join in the process of formulating the assessment. A series of two short, online surveys designed to provide formative assessment: one instructor survey and one student surveys.

7 The Assessment Gold Standard Participants Who Used Data to Inform Change

8 Transformation?

9 Rubrics—a road map AND a compass Help faculty grade student performance Help students understand expectations Provide measures of growth Help inform policy What is a rubric? The Rubric Paradigm

10 Critical Thinking and Measures of Growth Scant _____________________________ Substantial Identifies and summarizes the problem/question at issue (and/or the source's position). Does not identify and summarize the problem, is confused or identifies a different and inappropriate problem. Does not identify or is confused by the issue, or represents the issue inaccurately. Identifies the main problem and subsidiary, embedded, or implicit aspects of the problem, and identifies them clearly, addressing their relationships to each other. Identifies not only the basics of the issue, but recognizes nuances of the issue.

11 7 Dimensions of Critical Thinking 1.Identifies and summarizes the problem/question at issue (and/or the source's position). 2.Identifies and presents the STUDENT’S OWN perspective and position as it is important to the analysis of the issue. 3.Identifies and considers OTHER salient perspectives and positions that are important to the analysis of the issue. 4.Identifies and assesses the key assumptions. 5.Identifies and assesses the quality of supporting data/evidence and provides additional data/evidence related to the issue. 6.Identifies and considers the influence of the context * on the issue. 7.Identifies and assesses conclusions, implications and consequences.


13 Critical Thinking: one course/two semesters

14 One Particular Finding The faculty questionnaire revealed a singular focus on grading over fostering critical thinking for broader life-long learning. If we want our constituencies to value what we do, we might consider how to make what we do more valuable….


16 Dimensions of Transformation 1.Purpose 2.Data 3.Application 4.Dissemination Premise—”High Standards” is not the same as standardization

17 Criteria for Prioritizing Scoring Form Rater:Project: *Faculty*Designer *Student*Assessment Specialist *Community Colleague*Administrator *Other _________ Rating Assessment Purpose Data & Data Acquisition Application Dissemination Bonus—Faculty Rewarded for Assessment Total Score Comments: The Scoring Form

18 U#1U#2U#3U#4U#5Dimension Average Purpose 33.13.643 3.34 Data 3.24 Application 3.52 Dissemination 3.333.524.5 3.26 University Average 3.34 3.38 Pilot Findings


20 Reviewers’ Suggestions U#1 Include faculty more in this process; audience is clearly the upper echelon of the institution and future employers.

21 Reviewers’ Suggestions U#2 Not many rewards for assessment. No feedback to faculty and students.

22 Reviewers’ Suggestions U#3 Assesses key concern: learning to learn. No plan to apply or fund results of findings. Faculty support neglected.

23 Reviewers’ Suggestions U#4 Assumes that tech alone causes transformation

24 Reviewers’ Suggestions U#5 Good start but…

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