DESIGNING RUBRICS Hein van der Watt

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Presentation transcript:

DESIGNING RUBRICS Hein van der Watt Curriculum Development Practitioner

What is a rubric? Linked to outcomes Scale with progression COMM 0001 – Writing Reports Learning outcome : Write a report on his/her evaluation of a marketing strategy. Criteria for success: Each statement must be at a level of Acceptable or better. Lecturer: ____________________ Date: _________________ Student name: ________________ Student ID: ____________ Performance area Poor = 1 Acceptable = 2 Excellent = 3 Comments Spelling mistakes in the report 3 or more 1 to 2 Grammar mistakes in the report 4 or more 2 to 3 0 or 1 Punctuation mistakes in the report Instruction: Put a check mark in the appropriate box for each row. Excellent = Performance is above the expectations stated in the outcomes. Acceptable = Performance meets the expectations stated in the outcomes. Poor = Performance does not meet the expectations stated in the outcomes. Criteria for competency / pass result Characteristics / items / skills / tasks Levels of proficiency/ Degrees of quality Descriptive criteria - clear / understandable and measurable Clearly stated What is not acceptable What is competence What is excellence? – Highest level

Assess skills that are “difficult” to assess Provide timely feedback Prepare students to use detailed feedback Encourage critical thinking Help to refine our teaching skills Level the playing field Make assessment transparent Why use rubrics?

Chocolate Chip Cookie Make use of the table provided (PAGE 8) and design your own rubric to assess a quality “chocolate chip cookie”

Rubrics with weighted criteria – see hand out, page 13 Other examples Rubrics with weighted criteria – see hand out, page 13

Rubrics - Summary Learning to create rubrics is like anything else in life – it takes some time and commitment to create the first one. BUT once the task becomes second nature, it actually saves time; provide more effective teaching resulting in more effective learning.

Feedback on assessment Why and how do we give feedback on assessment of learning?

FEEDBACK & RUBRICS – ASSESSMENT FOR LEARNING Helps clarify what good performance is - transparency Develop self-assessment (reflection) High quality information to students own learning – assessment FOR learning Encourages teacher and peer dialogue Provides opportunities to close the gap Provides information to teachers to help shape teaching Nicol and Macfarlane-Dick (2006:205-215)

Thank you!!!