Assessing Student Assignments Student Learning Kathleen M. Morley, Ph.D. University Director of Assessment Office of Academic Affairs Long Island University, NY

Definition of a Scoring Guide Scoring Guide (rubric): “An explicit scheme for classifying products or behaviors into categories that are steps along a continuum” (Allen, p. 171)* Student Learning *Allen, M.J. (200). Assessing Academic Programs in Higher Education. Anker Publishing Company, Bolton, MA.

Types of Scoring Guides* Checklist Rating Scale Scoring Guides (Rubrics) Descriptive Scoring Guides Holistic Scoring Guides Structured Observation Guides Student Learning *Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, pp

Checklist Exhibit 9.1 A Checklist Rubric for a Web Site* ▫The purpose of the site is obvious. ▫The site’s structure is clear and intuitive. ▫Titles are meaningful. ▫Each page loads quickly. ▫The text is easy to read. ▫Graphics and multimedia help convey the site’s main points. ▫The design is clean, uncluttered, and engaging. ▫Spelling, punctuation, and grammar are correct. ▫Contact information for the author or sponsor is given. ▫The date each page was last updated is provided. Student Learning *Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, p. 139

Rating Scale Scoring Guides Exhibit 9.2. A Rating Scale Rubric for an Oral Presentation* The presenter… Clearly stated the purposes of the presentation Was well organized Was knowledgeable about the subject Answered questions authoritatively Appeared confident Adhered to time constraints Had main points that were appropriate to the central topic Accomplished Student Learning *Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, p Strongly AgreeAgreeDisagreeDisagree ▫▫▫▫

Descriptive Scoring Guides Student Learning *Adapted from Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, p Well Done (5) Clearly, concisely written. Logical, intuitive progression of ideas and supporting information. Clear and direct cues to all information. Motivating questions and advance organizers convey main idea. Information is accurate. Presents overall topic. Draws in audience with compelling questions or relating to audience’s interests or goals. Satisfactory (4-3) Logical progression of ideas and supporting information. Most cues to information are clear and direct. Includes persuasive information Clear, coherent, and related to topic. Needs Improvement (2-1) Vague in conveying viewpoint and purpose. Some logical progression of ideas and supporting information, but cues are confusing or flawed. Includes persuasive information with few facts. Some structure but does not create a sense of what follows. May be overly detailed or incomplete. Somewhat appealing. Incomplete (0) Lacks a clear point of view and logical sequence of information. Cues to information are not evident. Information is incomplete, out of date, or incorrect. Does not orient the audience to what will follow. Organization Persuasiveness Introduction Etc. Exhibit 9.6. Descriptive Rubric for a Slide Presentation on Findings from Research Sources*

Holistic Scoring Guides Exhibit 9.7. A Holistic Scoring Guide for Students in a Ballet Program* Student Learning Etc. A: Active learner – Enthusiastic – Very energetic – Fully engaged in every class – Able to accept corrections – Able to make and synthesize corrections – Able to maintain corrections – Able to self-assess – Shows continuous improvement in major problem areas – Connects movement sequences well – Demonstrates strong dynamic phrasing – Very musical – Continuously demonstrates correct epaulment – Demonstrates advanced understanding and applies correct alignment, fully extended classical line, full use of rotation, and use of classical terminology – Daily demonstrates commitment to the art form and addresses areas of weaknesses without instructor input B: Active learner – Enthusiastic – Energetic – Engaged in every class – Able to accept most corrections – Able to make and synthesize most corrections – Able to maintain most corrections – Able to self-assess – Shows improvement in major problem areas – Connects movement sequences relatively well – Demonstrates adequate dynamic phrasing – Generally musical – Generally demonstrates correct epaulment – Demonstrates understanding and generally applies correct alignment, classical line, and use of classical terminology – Continues to address areas of weakness and shows general improvement *Adapted from Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, p. 146.

Structured Observation Guides Exhibit 9.8. Structured Observation Guide for a One-Act Play* Student Learning *Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, pp The effectiveness of each of the following conveying the production’s meaning or theme: Pace and rhythm Characterizations Stage presence and business Stagecraft: Costume, lighting, set, and sound designs Etc. Notes

Steps for Creating a Scoring Guide 1.Look for models ( urce.htm#gened_rubrics) urce.htm#gened_rubrics 2.Describe the best to the worst completed assignment 3.List the criteria for evaluating the assignment 4.Develop a three-point scale Student Learning

Steps for Creating a Scoring Guide 5.Ask three evaluators to apply the rubric to the same assignment 6.Discuss the differences in interpretations and seek a common approach 7.Select about 20% of the assignments to be evaluated Student Learning

Steps for Creating a Scoring Guide 8.Ask two of the evaluators to evaluate the same assignments 9.Ask the third evaluator to evaluate assignments with different ratings 10.Share the rubric with students Student Learning

Resources on Scoring Guides* How to create a rubric: Create_rubric.html Create_rubric.html Rubric for a given task: Designing scoring rubrics: Scoring rubrics: Recommendations for scoring rubrics: Scoring rubric development: validity and reliability: Rubrics for web lessons: management/rubrics/4521.html Creating rubrics: Performance criteria: Student Learning *Suskie, L. (2008). Assessing Student Learning: A Common Sense Guide, 2nd Edition. Jossey-Bass, San Francisco, CA, p. 154.