1. Workshop April 14, 2010

2. Why are you here?

3. Why are we here?

5. Five Minute University http://www.youtube.com/watch?v=DRBW8eJGTVs

6. Questions?

7. What is a rubric? A direction or protocol or explanatory comment A model for guiding assessment A guideline for standardizing grading by assistants A structure for evaluating the outcome of a process

8. What is a rubric? A rubric is scholarship. The creation of a rubric is as valid an academic work as a paper, an experiment or a presentation at a conference. A rubric is a compact expression of possible levels of success of an academic enterprise.

9. Format for a rubric 1. State an outcome or goal ‘Students completing this program can do x, will exhibit knowledge of y, and will value z.’ 2. State the characteristics or components of the outcome or goal 3. State the performance levels for each component.

10. Table Format Outcome or learning goal is the title. Rows are the components of the outcome or learning goal. Columns are the performance levels.

11. A simple rubric The outcome or learning goal should be stated as something a student knows, values, or is able to do. The performance levels can be stated very simply; Poor, Fair, Good. The components can be the simple characteristics of the outcome or learning goal.

12. Statement of the outcome or learning goal

13. The cells of the rubric can be filled with illustrations or descriptions of the situation described by the row and column intersection. This can be seen in the next simple rubric, taken from the NJ State Math curriculum, for the learning goal ‘Solving a math problem’.

14. Learning Goal: Solving a math problem (New Jersey Mathematics Curriculum Framework © Copyright 1996 New Jersey Mathematics Coalition)

15. The next slide shows a simple rubric for evaluating the performance of a masters level student on the programs qualifying exams. It is taken from the rubric used at the University of Texas in Physics and Astronomy. There’s no illustrations or descriptions in the cells, since it is assumed the faculty reviewing the student’s performance understands what belongs there.

17. A more complete rubric The American Association of College and Universities have developed a detailed set of rubrics for a variety of learning goals that they believe can be used across a number of institutions. The rubric on the next slide was built to evaluate the progress of students towards the learning goal of ethical reasoning. The descriptions in the cells of the rubric are complex and detailed.

19. American Association of Medical Colleges and the Howard Hughes Medical Institute - Scientific Foundations for Future Physicians Report Competency E5 (learning goal) Demonstrate knowledge of how biomolecules contribute to the structure and function of cells. Identify the major macromolecules (proteins, nucleic acids, carbohydrates, and lipids) and explain the way in which their structure affects their properties. Explain how hydrophobicity and hydrophilicity drive molecular association and contribute to both specificity and affinity Explain how protein, nucleic acid, carbohydrate, and lipid degradation and recycling are essential to normal cell function

20. Competency E5 (learning goal) Demonstrate knowledge of how biomolecules contribute to structure and function of cells. poorfairgoodgreat macromolecules molecular associations metabolism

21. Building a Rubric What learning goal? (choose one) Program? Course? Assignment?

22. Building a Rubric What major components, three to five, that are important for you to judge the quality of the assignment? (rows)

23. Building a Rubric (1st activity) What levels of performance do you want to describe ( three? five? )

24. Build Your Own Rubric What learning goal? (program, course, assignment) What major components, three to five, that are important for you to judge the quality of the assignment? (rows) What levels of performance do you want to describe (columns) (three? five?)

25. Groups report results Gallery Walk for report - big sticky sheets Examine posted rubrics - walk around, Luncheon Each group report

26. Using the Rubric for Assessment Have material, team (3-5) to read materials and complete report on set of student work product - Read material Complete rubric Compile results

27. Compiling results Each evaluator rates work according to rubric Many methods to compile results Consensus of evaluators Use point system Minority/Majority views Present assessment report To Course assessment review committee To Departmental assessment committee

28. Assessment report Using points Consensus Majority/Minority

29. Assessment report Using points Report states the average score and the distribution of scores Scores are compared to previous assessments to see if there is a change

30. Using points - example

31. Assessment report Consensus Chair of committee writes report Sense of discussion transmitted

32. Using Consensus - example

33. Assessment report Majority/Minority Opinions reported Sense of discussion transmitted

34. Majority/Minority Opinions Issues with inter-rater variability

35. Assessment report Using points Report states the average score and the distribution of scores Scores are compared to previous assessments to see if there is a change Consensus Chair of committee writes report Sense of discussion transmitted Majority/Minority Opinions reported Sense of discussion transmitted

36. Guidelines - your assessment report State the goal that was assessed Explain method of assessment, i.e. rubric with points Present results short narrative number of works assessed, met or exceeded expectations Data, if any

37. Follow up activities – Examine assessment tools Consider evidence to be collected Review Pre/post test Common exam questions Distribution of student work in rubric

38. Student Learning? I TAUGHT STRIPE HOW TO WHISTLE I DON’T HEAR HIM WHISTLING

39. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate. Why we use assessment…..