1. Assessment Series: Rubrics Molly Herman Baker, Ph.D. Director, Teaching/Learning Center Black Hawk College

2. Assessment in a Nutshell Auditive Assessments: measures of student learning to issue a grade (e.g., tests, homework assignments) Auditive Assessments: measures of student learning to issue a grade (e.g., tests, homework assignments) Educative Assessments: feedback methods to help students monitor their progress and eval. application of lng to novel, authentic situations Educative Assessments: feedback methods to help students monitor their progress and eval. application of lng to novel, authentic situations Ongoing personal feedback during practice Ongoing personal feedback during practice Forward-looking assessments (apply learning or learned process to novel problems) Forward-looking assessments (apply learning or learned process to novel problems) Feedback on original products based on criteria Feedback on original products based on criteria

3. What is a rubric? A document that identifies achievement criteria & standards for a class assignment A document that identifies achievement criteria & standards for a class assignment Classroom rubrics function as a(n): Classroom rubrics function as a(n): Communication tool re instructor expectations (What to do? What to learn to be able to do well?) Communication tool re instructor expectations (What to do? What to learn to be able to do well?) Tool for self-assessment (mediocre vs high quality work; what is good enough for an A, B, C?) Tool for self-assessment (mediocre vs high quality work; what is good enough for an A, B, C?) Scoring guide for individual student performance (grade) Scoring guide for individual student performance (grade) Effective method to provide feedback to students from instructor, peer, expert (Where can I improve to do better next time? Gaps?) Effective method to provide feedback to students from instructor, peer, expert (Where can I improve to do better next time? Gaps?)

4. Five Good Reasons to Use One Rubrics raise the quality of work students produce, in part because they are so specific. Rubrics raise the quality of work students produce, in part because they are so specific. Rubrics make grading more consistent and equitable, feedback more specific. Rubrics make grading more consistent and equitable, feedback more specific. Rubrics save teachers time. Rubrics save teachers time. Rubrics save classroom time. Rubrics save classroom time. Rubrics save students time. Rubrics save students time.

5. Assignment Rubric Dev What are the obj’s for the assignment? What are the obj’s for the assignment? What key criteria will count in your evaluation of the assignment? What key criteria will count in your evaluation of the assignment? Construct a 2-5 point scale for each criteria (standards), writing a statement for each of these poor to good versions of the criteria. Construct a 2-5 point scale for each criteria (standards), writing a statement for each of these poor to good versions of the criteria. Test for understanding with students or peers Test for understanding with students or peers

6. What is a rubric? A document that identifies achievement criteria and standards for a full course or academic program A document that identifies achievement criteria and standards for a full course or academic program Program rubrics: Program rubrics: Method for recording a range of learning levels tied to particular quality standards Method for recording a range of learning levels tied to particular quality standards Communication tool for describing curricular sequencing/progress over time Communication tool for describing curricular sequencing/progress over time Planning tool for curricular alignment Planning tool for curricular alignment Tool for identifying gaps and potential areas of shared responsibility with other departments Tool for identifying gaps and potential areas of shared responsibility with other departments

7. Why use a program rubric? Assess the general level of learning provided by a program (e.g., 2-year degree in nursing, general education sequence). Assess the general level of learning provided by a program (e.g., 2-year degree in nursing, general education sequence). Provide program faculty with information about where improvement is needed in the program’s curriculum Provide program faculty with information about where improvement is needed in the program’s curriculum

8. Why use a program rubric? Much learning does not involve “right answers,” but applying it to “authentic” problems Much learning does not involve “right answers,” but applying it to “authentic” problems Tests may or may not be the best way to measure success in achieving a particular standard Tests may or may not be the best way to measure success in achieving a particular standard Much learning is about process rather than what knowledge one knows at a particular point in time. Much learning is about process rather than what knowledge one knows at a particular point in time. Do we want to document progress over time, providing feedback along the way? Do we want to document progress over time, providing feedback along the way?

9. Two Types of Rubrics Holistic rubrics assess student work or curricular accomplishments as a whole. Holistic rubrics assess student work or curricular accomplishments as a whole. Analytic rubrics identify and assess components of a finished product or program curriculum. Analytic rubrics identify and assess components of a finished product or program curriculum.

10. Holistic Rubric Example Level of Performance DescriptionValue Advanced Project runs properly. 4 Proficient Project runs with minor errors. 3 Basic Many technical problems with running program 2 Below Basic Project does not run. 1 Student Name: Score =

11. Analytic Rubric Example: Presentations 4Exemplary3Satisfactory2Improve1Poor Prepared Team is completely prepared;has obviously practiced. Prepared but might have needed more practice. Somewhat prepared, but it is clear practice was minimal. Team does not seem prepared to present. Speaks Clearly Speaks clearly and distinctly and mispronounce s no words. Speaks clearly and distinctly and mispronounces some words. Speaks somewhat clearly and distinctly and mispronounces some words. Often mumbles or cannot be understood.

12. Options for Artifacts Performance over time (e.g., projects, collection of essays, diverse artifacts) Performance over time (e.g., projects, collection of essays, diverse artifacts) Culminating performance/exhibition (e.g., play, athletic competition, poetry reading, science fair) Culminating performance/exhibition (e.g., play, athletic competition, poetry reading, science fair) Products/portfolios Products/portfolios Process (e.g., logs, drafts of papers, math problems showing all work) shows learning & progress Process (e.g., logs, drafts of papers, math problems showing all work) shows learning & progress Best works showcase accomplishments (e.g., collection of writings, art work, critical analyses of current events, lesson plans and materials, snapshots, videoclips, performance reviews by peers/boss, etc.) Best works showcase accomplishments (e.g., collection of writings, art work, critical analyses of current events, lesson plans and materials, snapshots, videoclips, performance reviews by peers/boss, etc.)

13. Use Rubrics to Evaluate… AssignmentsDebates Feedback on practice Essays Self evaluation Lab notes Peer evaluation Presentations Role plays Journals Pre and post tests Topic outlines Simulation Research papers Case studies Literature reviews Portfolios Where else??

14. Steps to Develop Program- level Rubrics 1. Develop programmatic goals (e.g., general education strands) 2. Articulate indicators of successful completion of those goals (e.g., see BHC core curriculum document) 3. Clearly identify the scoring criteria (see example programmatic rubric rating scale & “current practice” descriptors)

15. Steps to Develop Program-level Rubrics 4. Select artifacts/evidence that will be collected to document learning progress 5. Develop a curricular alignment plan and assessment timeline.

16. Key Resources http://www.tensigma.org/rightbars/rubrics_rb1. html#Anchor-44867 http://www.tensigma.org/rightbars/rubrics_rb1. html#Anchor-44867 http://www.tensigma.org/rightbars/rubrics_rb1. html#Anchor-44867 http://www.tensigma.org/rightbars/rubrics_rb1. html#Anchor-44867 (good overview of rubrics & a few examples) (good overview of rubrics & a few examples) http://www.iccb.state.il.us/pt3/res/link.html http://www.iccb.state.il.us/pt3/res/link.html http://www.iccb.state.il.us/pt3/res/link.html (scroll down to “Information on Rubrics” or http://rubistar.4teachers.org/index.php ) (scroll down to “Information on Rubrics” or http://rubistar.4teachers.org/index.php ) http://rubistar.4teachers.org/index.php http://school.discoveryeducation.com/schrockgui de/assess.html#rubrics http://school.discoveryeducation.com/schrockgui de/assess.html#rubrics http://school.discoveryeducation.com/schrockgui de/assess.html#rubrics http://school.discoveryeducation.com/schrockgui de/assess.html#rubrics http://www.uwstout.edu/soe/profdev/rubrics.sht ml http://www.uwstout.edu/soe/profdev/rubrics.sht ml http://www.uwstout.edu/soe/profdev/rubrics.sht ml http://www.uwstout.edu/soe/profdev/rubrics.sht ml

17. Let’s Try One! Let’s Try One!