1. Rubrics Staff development workshop 19/9/2014 Dr Ruth Fazakerley

2. What is a rubric A rubric is a matrix (or grid) that provides scaled levels of achievement, or understanding, for a given set of criteria (or dimensions of quality) associated with a specific activity or performance. A rubric typically has four component parts: 1.the task description (eg an assessment task), 2.a scale of some sort (levels of achievement/grades), 3.dimensions of the assignment (the breakdown of skills/knowledge in the assignment), AND 4.descriptions of what constitutes each level of performance. (Stevens & Levi 2005, p6)

3. Rubrics are used in multiple contexts and for a variety of purposes. E.g. in higher education, they can be used to assist with curriculum development at course and program level by mapping the expected level of proficiency of students in demonstrating specific learning outcomes across each stage of a degree program.

7. They can also be used as a tool within courses to lay out the expectations for an assessment task. Assessment rubrics "divide an assignment into its component parts and provide a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts" (Stevens & Levi 2005, p3). Distinguished from scoring checklists by their "more extensive definition and description of the criteria or dimensions of quality that characterize each level of accomplishment” (Allen & Tanner 2006).

11. Using rubrics Rubrics support standards-based assessment (or criterion- based) rather than norm-based. Clarity - clear and consistent communication between assessors and students, about assessment requirements and how different levels of performance relate to different grades. Consistency - more consistent interpretation and grading of student work across classes Diagnostic - help assessors identify gaps and weaknesses to be addressed in the curriculum. Support assessment as learning by enabling students to determine why they have succeeded or not in meeting the assessment criteria, while providing students with specific and detailed feedback on what they need to do to improve their performance.

12. Improve students' capacities for accurate and realistic self- judgement: Introduce early – prior to the assignment. Use in-class activities to help students understand the full meaning of the performance standards described. Encourage students to use the rubrics as a guide, helping them to make and record judgments about performances and to understand what those judgements were based upon. Use the rubrics in class as a way for students to practice evaluating their own and each other’s work. Create opportunities for students to look at examples of work of varying standards from an assessment task similar to the one they are going to be assessed on (Smith, Sadler & Davies).

13. Limitations Scoring? Is a rubric appropriate as an evaluation technique? (Depends on the purpose of the assessment.) There is always something missing! A rubric can’t capture or distinguish every conceivable criterion or aspect of performance at a particular standard (eg empathy). Students can be encouraged to rely on prepared rubrics rather than developing their own ability to make judgements. Increased workload - breaking up assessment into overly complex and detailed criteria can increase rather than reduce staff marking workload.

14. Discussion Your experience? Using in class? Learnonline? Scoring? Resources EAS Teaching and Learning http://teamsites.unisa.edu.au/eas/tandl/ http://teamsites.unisa.edu.au/eas/tandl/ Academic Development in EAS http://resource.unisa.edu.au/course/view.php?id=9233 http://resource.unisa.edu.au/course/view.php?id=9233