1. Rubrics as Instructional Tools: Effective Design & Use in the Classroom Kathleen Landy, Ed.D. ANNY Conference Mercy College April 29, 2015

2. Explicit learning criteria Descriptions of work for each level of mastery A rubric is a scoring scale, featuring: ApproachingProficientAdvancedNovice Content Development Sources & Evidence Mechanics Levels of Mastery Facets of Task to be Assessed

3. Types of Rubrics Holistic vs. Analytic Generic vs. Task-specific Checklists

4. Tips for Rubric Design Start with your grade-level expectation (Allow anticipated stumbling blocks to guide your articulation of what leads up to and exceeds proficiency.) Use positive language Avoid negative language – embrace the non-negotiable Use specific, concrete language Avoid vague language i.e. “No grammatical errors” Incorporate student input whenever possible

5. Teach Grade Deal with frustration Re-teach Re-grade Distribution of time throughout a unit without a rubric

6. Distribution of time throughout a unit with a rubric Teach Model Consultations with rubric Grade

7. Assessment became less frustrating. Assessment became more efficient. Students’ final products were better.

8. Check-ins at incremental deadlines Self- and peer-assessments Writing/project conferences Use rubrics to structure:

9. Source: AAC&U Value Added Rubric for Written Communication (Slightly modified) http://www.aacu.org/sites/default/files/files/VALUE/WrittenCommunication.pdf

10. Source: AAC&U Value Added Rubric for Written Communication (Slightly modified) http://www.aacu.org/sites/default/files/files/VALUE/WrittenCommunication.pdf NoviceApproachingProficientAdvanced Sources & Evidence Demonstrates an attempt to use sources to support ideas in the writing. Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. Demonstrates skillful use of high- quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

11. Thanks very much for your time. klandy@mercy.edu @KathleenELandy