1. Grading Rubrics Heartland Community College IDC

2. Rubrics  Purpose of Workshop –Define Rubrics and Identify their general Strengths and Weaknesses –Identify the value of Rubrics for faculty –Create a Rubric for your Assignment –Reflect upon the usefulness of Rubrics

3. Rubrics  Definition –Explicit plans for classification of behaviors or artifacts into categories along a continuum. –Use Measurable Criteria, Operationalize –Two types  Holistic and Analytic

4. Rubrics  Rubrics in an assessment context validityunderstandingmisspecificationover-simplification up front work

5. Rubrics  Rubrics in Program Assessment –ID program strengths and weaknesses –Way to aggregate assignments, artifacts –Staff Development –Support Assertions, Credibility –Can be both formative and summative –Way to “force” dept./division dialogue –Tool not an answer

6. Rubrics  Value of Rubrics for faculty –Intentional and Explicit –Go over examples, samples of good work –Separate from grade if desired –Interactive, empowering for students –Feedback is guided, may save time –Allows for multiple forms of interactions in classroom

7. Rubrics  Creating a Rubric ( View Handouts ) –Operationalize Quality  ID Outcomes  ID Levels of Performance –Beginner, Developing, Accomplished –Unacceptable, Marginal, Acceptable, Good, Outstanding –Novice, Competent, Exemplary –Needs Work, Good, Excellent –Intern, Member of Congress, Senator, President

8. Rubrics  Creating a Rubric –Additional Considerations  Define behaviors/products at each level  Start with best and worst  Levels should be clear, simple, valid  Use existing artifacts as a guide  Practice  Be Iterative and Flexible  Revise

9. Rubrics  Creating a Rubric for Your Class –ID Assignment –ID Expected Outcomes –ID Levels of Ability –ID Expectations for Each Level –Test and Revise

10. Rubrics AssignmentLevel1Level2Level3Level4SCORE Outcome 1 Outcome 2 Outcome 3 Outcome 4 SCORE

11. Rubrics  Sum Up –Holistic or Analytic –Intentional and Interactive –Subject to Misuse and Misinterpretation –Can be a time saver –Can foster wide ranging conversations about learning outcomes.

12. Rubrics  Some Rubric Resources –http://www.uc.edu/gened/ExemplarRubrics/Entry.htm –http://www.bridgew.edu/AssessmentGuidebook/examples.cfm –http://www.pz.harvard.edu/Research/RubricSelf.htm –http://www2.sjsu.edu/ugs/assessment/as-tools.htm –http://www.coloradocollege.edu/library/ACMassign/thinking.html –http://web.njit.edu/~ronkowit/teaching/rubrics/

13. Rubrics  Rubric Generators On-line –http://www.teach-nology.com/web_tools/rubrics/ http://www.teach-nology.com/web_tools/rubrics/ –http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php –http://its.monmouth.edu/FacultyResourceCenter /Rubrics/A%20Rubric%20for%20Rubrics.htm http://its.monmouth.edu/FacultyResourceCenter /Rubrics/A%20Rubric%20for%20Rubrics.htmhttp://its.monmouth.edu/FacultyResourceCenter /Rubrics/A%20Rubric%20for%20Rubrics.htm