1. W. Mei Fang Senior Instructional Designer and Instructor, CFD Resources: www.sjsu.edu.cfd/resources/assessment Rubric Design Fundamentals 1

2. A Rubric is an assessment tool that communicates to students your expectations on how well they are or could be accomplishing their learning outcomes. Its a matrix using rating scales and criteria of learning outcomes. A tool to help grade consistently. Its a list of observable and measurable learning outcomes in different stages. Whats a Rubric? 2

3. Photo credit: Microsoft Clip Art Gallery 3 Assessing If and How Well We Learned

4. CRITERIARATING ExcellentGoodNeed more work Method of tying the shoelaces securely Done correctly with double knots on both shoes Double knots but loose knots on both shoes Loose single knots or no knots were tied on one or both shoes Ability to run with shoelaces tied Time limit = one minute or more Time limit = less than one minute more than 30 seconds Time limit = less than 30 seconds Ability to explain the reasons for tying shoelaces securely. Describe a consequence of running with loose shoelaces i.e. I will fall and hurt myself. Give key words to indicate the consequence, i.e. ouch, trip, fall, etc. I dunno! Total of =_________ Example of Rubric Components for Tying Shoelaces 4

5. CRITERIARATING ExcellentGoodNeed more work Method of tying the shoelaces securely Done correctly with double knots on both shoes Double knots but loose knots on both shoes Loose single knots or no knots were tied on one or both shoes Ability to run with shoelaces tied Time limit = one minute or more Time limit = less than one minute more than 30 seconds Time limit = less than 30 seconds Ability to explain the reasons for tying shoelaces securely. Describe a consequence of running with loose shoelaces i.e. I will fall and hurt myself. Give key words to indicate the consequence, i.e. ouch, trip, fall, etc. I dunno! Total of =_________ Example of Rubric Components for Tying Shoelaces 5 Assessed Areas or Learning Outcomes Rating Scale or Learning Benchmarks Descriptor that is observable and measurable Reward

6. 6 Rubric Types and Characteristics Holistic rubrics will provide the big picture of your assessment criteria and general descriptors of your expectations for the assignment. ExamplesExamples Analytic rubrics will break down the big picture into components of specific expectation, quantifiable descriptors with rewards such as points, grade, etc.

7. Rubric Library at Fresno: http://www.csufresno.edu/oie/assessment/rubric.shtml Example 7

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9. Evaluation of Samples of Rubrics from Higher Ed 9

10. On business Plan http://course1.winona.edu/shatfield/air/Business%20Plan%20%20%20Walton%20College.doc http://course1.winona.edu/shatfield/air/Business%20Plan%20%20%20Walton%20College.doc Example 10

11. www.aacu.org/value/rubrics/pdf/CreativeThinking.pdf Example 11

12. http://www2.gsu.edu/~mstnrhx/457/rubric.htm 12 Examples Analytical Rubric for logs and journal writing Area of Product CriteriaRating daily entries regular daily entries entries 90% of the time entries 80% of the time entries less than 80% of the time 43214321 use of scientific language consistent, accurate usage of terms adequate usage of scientific terms occasional use with few errors no terms or frequent errors in usage 43214321 application to the real world able to apply learning usually finds practical application occasionally relates to real life skills no practical application 43214321 concept understanding shows understanding of key concepts usually demonstrates understanding inadequately demonstrates understanding poor understanding of concepts 43214321 clarity of thought well organized adequate organization limited organization poor organization 43214321 Holistic Rubric for Essay Questions ResponseCriteriaRating Exemplary Clarity of thought, Complete. Shows understanding of all processes, reasonable hypothesis or thoughtful questions, conclusions supportable by data, shows creativity, some graphic representation of data or concepts. 11 Competent Clarity of thought, shows understanding of major processes, includes good hypothesis or questions, draws acceptable inferences and conclusions, may have graphic representations. 10 Minor Flaws Completes the assignment, but explanations may be slightly ambiguous or unclear, may contain some incompleteness, inappropriateness, or unclearness in representation, hypothesis, understanding of processes, or conclusions. 8 Nearly Satisfactory Begins successfully, but omits significant parts or fails to complete, may misuse scientific terms, representations may be incorrect or omitted, incorrect or incomplete in analysis, inferences and conclusions. 6 Fails to complete Assignment and explanation is unclear, or major flaws in concept mastery, incorrect use of scientific terms, inappropriate or omitted hypothesis. 4 Unable to begin effectively Product does not reflect the assignment, does not distinguish what information is needed, restates the question without making an attempt at a solution. 2 No attemptDoes not begin assignment. 0

13. Rubric Library at Fresno: http://www.csufresno.edu/oie/assessment/rubric.shtml Example 13

14. Example 14

15. Align the rubric criteria and weighting with your learning outcomes in your syllabus. Decide on the purpose(s) for your rubric before selecting a construction format Repurpose or customize from existing rubric examples Construct your descriptors to be observable, measurable, single-minded, and worded for students to understand Involve students to create a rubric or to test a rubric Be flexible with your rubric so that you can revise the expectations according to the actual levels of your students performance Tips for Creating a Rubric 15

16. Resources 16

17. Sharing on Rubric Development from Faculty Members http:// elixr.merlot.org/assessment-evaluation/assessment-rubrics/assessment-rubrics4

18. Steps to create a rubric http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm Steps to create a rubric http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm Basic examples of rubric types http://www2.gsu.edu/~mstnrhx/457/rubric.htm Basic examples of rubric types http://www2.gsu.edu/~mstnrhx/457/rubric.htm Resource for examples of rubrics [.pdf] http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cts=1331077542135&ved=0CFIQFjAD&url=http%3A%2F%2Fwww.csub.edu%2FTLC%2Foptions%2Fr esources%2Fhandouts%2FRubric_Packet_Jan06.pdf&ei=259WT7vTJabkiALUxumHCA&usg=AFQjCNHipUTAhgrDdWmuu_YZVsig3tYngw VALUE examples from AACU http://www.aacu.org/value/rubrics/index.cfm?CFID=39770849&CFTOKEN=62721187 VALUE examples from AACU http://www.aacu.org/value/rubrics/index.cfm?CFID=39770849&CFTOKEN=62721187 Rubric Examples from Fresno http://www.csufresno.edu/irap/assessment/rubric.shtml Rubric example for creating a business plan [.doc] http://course1.winona.edu/shatfield/air/Business%20Plan%20%20%20Walton%20College.doc Rubric example for creating a business plan [.doc] http://course1.winona.edu/shatfield/air/Business%20Plan%20%20%20Walton%20College.doc Rubric example for writing http://www.personal.psu.edu/users/s/a/sam50/rubric.htm Rubric example for writinghttp://www.personal.psu.edu/users/s/a/sam50/rubric.htm More examples and related resources from the CFD website http://www.sjsu.edu/cfd/teaching-learning/assessment/ 6 Facets of Understanding Rubric http://faculty.fullerton.edu/npelaez/BIOL102/UBDrubric.htm http://faculty.fullerton.edu/npelaez/BIOL102/UBDrubric.htm Resources 18