Paths to Program Assessment through Rubrics Dannelle D. Stevens, Ph.D. Portland State University, Portland, OR UMUC, Washington, D.C., October 3 & 4, 2010.

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Presentation transcript:

Paths to Program Assessment through Rubrics Dannelle D. Stevens, Ph.D. Portland State University, Portland, OR UMUC, Washington, D.C., October 3 & 4, 2010

Objectives To learn about one way to use rubrics for program assessment To examine pathways to rubric creation with student learning outcomes in mind To learn about a variety of ways to create and use rubrics that foster student learning

Agenda 1. Identifying assumptions about assessment 2. Using rubrics in assessment: How 3. Creating rubrics 4. Considering other potential uses 5. Decisions, decisions-- It is up to you now... Make a plan

Assumptions about assessment Doing assessment all along. Data, data, everywhere. Yet, grades not enough. Not about faculty. “Conversation” important. Ultimate goals => student learning, better programs

Assessment Components Student Learning OUTCOMES STUDENT WORK TIME! A way to assess quality- RUBRIC

3 Basic Steps GATHER ARTICULATE USE

Recall: Case Study #1 Case: An example of how to use SLEs and a rubric to improve programs and student learning. Context: Business Management Program

3 Basic Steps GATHER ARTICULATE USE Articulate interest area, concern, problem. Identify Student Learning Outcome. Gather student work. Many decisions here! What kind of evidence? What class? How many products? Is there a rubric? Start somewhere. Record the process! Look at the data. Ask questions. Use the data to make decisions. Make the change! Then, gather data on that! Take notes. Share with others.

The ever-so-versatile rubric Useful to you in grading to save time- fewer questions, fewer office visits to grade consistently to clarify student learning outcomes to link your course to department & university goals to have students do self-assessments

Case #2: Program Assessment

The ever-so-popular rubric Useful to students To know your expectations To interpret academic language To identify strengths To identify weaknesses To take to tutors, the writing center To frame, guide, not dictate assignment To see larger department and university expectations for them

The ever-so-generative rubric What do the scores generate? Ideas, curiosities… Record rubric dimension scores as well as final scores. Look down the gradebook columns and not across... Disaggregate dimensions (e.g, content, style, org.) Disaggregate scores by student demographics Can this lead to teaching improvement. How?

Thank you.. What questions do you have? Look for updates on