“…scoring tool for qualitative rating of authentic or complex student work. It includes criteria for rating important dimensions of performance, as well as standards of attainment for those criteria. The rubric tells both instructor and student what is consider important and what to look for when assessing.” Jonsson, A. & Svingby G. (2006). The use of scoring rubrics: reliability, validity and educational consequences. 1

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Benefits  Help educators set goals  Communicate expectations to students  Assessment of student work more consistent  Can be customized  Can use be borrowed and reused  Make scoring easier and faster  Improve feedback to students  Make scoring more accurate  Help student self-improve  Be used across courses, across programs 4

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Exemplars Student input 7

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Holistic Rubrics -Written generically and can be used with many tasks -Save time by minimizing the number of decisions raters must make -Trained raters tend to apply them consistently, resulting in more reliable measurement 9

Holistic Rubrics  They do not provide specific feedback about the strengths and weaknesses of student performance  Performances may meet criteria in two or more categories, making it difficulty to select the best description  Criteria cannot be weighted differentially 10

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 Teamwork / Group work Teamwork / Group work  Ethical Consideration Ethical Consideration  Health Diagnosis (scroll to bottom) Health Diagnosis (scroll to bottom) 12

Analytic Rubric  Provide useful feedback in areas of strength and weakness in student performance  Dimensions can be weighted to reflect relative importance  Demonstrate progress over time in some dimensions when the same rubric categories are used repeatedly 13

 They take more time to create and use  There are more possibilities for raters to disagree. 14

Making Choices Holistic  Snapshot of achievement is sufficient  Single dimension is adequate to understand student performance Analytical  There is a need to see relative strengths and weaknesses  Detailed feedback is needed to drive improvements  Need to assess complicated skills or performances  You want students to self- assess their understanding or performance 15

Challenges of rubrics  May encounter something not accounted for in the Rubric  Balance between detail and usability  Well designed rubric requires a great deal of time  Having access to exemplars  Performance lies somewhere between two levels  Inconsistencies in performance descriptors 16

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Analytical Rubric Design 18

“It is your prerogative, indeed your responsibility at the designer of a rubric, to set the criteria to be assessed, and the levels of excellence to be met.” Selke, M. (2013). Rubric Assessment Goes to College: Objective, Comprehensive Evaluation of Student Work 19

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Upon what component criteria should an ice cream sundae be assessed? What makes a “good” ice cream sundae? 21

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Choices of labels Serious concerns, unacceptable poor, unsatisfactory, below expectations, emerging Basic, developing competence On target, acceptable, meets expectations Exemplary, exceeds expectations, excellent, sophisticated 23

1 – Needs Improvement 2- Approaching Good Quality 3 – High Quality 4- Outstanding Whipped Topping Sour taste or runny, Separating Bland or loses shape quickly Sweet; light soft, droopy swirls Sweet, light, holds soft swirls Writing Observable Assessment Criteria 24

 Be clear about how a rubric is going to be used  Rubrics can be used by faculty and students for the purposed of teaching and learning  Rubric development is a process  Important to pilot test the rubric. Summary 25

AAHLE Carneige Mellon 26

“The heart of the crisis in American education is the lonely work of teacher who often feel disconnected from administrators, colleagues, and many of their students” Baker, P. “Creating Learning Communities: The Unfinished Agenda.” In B.A. Pescosolido and R. Aminzade (eds.), The Social Works of Higher Education. Thousand Oak, Calif.: Pine Forge Press,

Splendid Isolationists Demoralized Loners Baker P., and Zey-Ferrell, M. “Local and Cosmopolitan Orientations of Faculty: Implications for Teaching.” Teaching Sociology, 1984, 12,

community 29

Topic-based 30

Mission and purpose Where and when to meet Curriculum – what issues and topics to address Voluntary participation 31