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Effective Grading: Rubrics as Tools for Grading

Effective Grading: Rubrics as Tools for Grading. Presented by Alix Darden Adapted from a presentation by: Spencer Benson, Director Center for Teaching Excellence University of Maryland. 7 Principles for Good Practice (Chickering & Gamson, 1987). Encourages student-faculty contact

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Effective Grading: Rubrics as Tools for Grading

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  1. Effective Grading: Rubrics as Tools for Grading Presented by Alix Darden Adapted from a presentation by: Spencer Benson, Director Center for Teaching Excellence University of Maryland

  2. 7 Principles for Good Practice(Chickering & Gamson, 1987) • Encourages student-faculty contact • Encourages cooperation among students • Encourages active learning • Gives prompt feedback • Emphasizes time on task • Communicates high expectations • Respects diverse talents and ways of learning

  3. Watch the Following Video • The video is of a persuasion speech • URL = http://www.youtube.com/watch?v=KYtm8uEo5vU • Give the Presentation a letter grade

  4. Collection of Scores • A • B • C • D • F

  5. What are Rubrics • Tools for assessment management • Helps keep grading consistent • Save time • Promote student learning • Convey feedback • Help students understand what is expected • Help students understand their grade

  6. Why use a rubric?

  7. Why Use a Rubric? • Saves time and effort • Refines and improves one’s teaching • Allows for increased consistency of grading • Provide timely feedback to students • Helps prepare students to use feed back • Facilitates communication about assignments and criteria (transparency) • Enhances student learning and engagement

  8. Examples of Rubrics

  9. What is wrong with this rubric rubric

  10. Collection of Responses • “What’s Wrong” • Nothing • Too few traits • Too many traits • Too few levels • Too many levels

  11. Why is this one better?

  12. The Nature of the Rubric is Essential • With the first rubric: A diverse panel of faculty scored samples of student writing. We observed a wide range of differences in scores, e.g. for the same item • With the second rubric: A diverse panel of graduate students gave consistent scoring of a large sample of similar student writings

  13. Rubric Help Student Learning When students know what is expected the work product is often better • Better student products = easier grading When student understand the grading criteria there are less complaints • Less student complaints = more time

  14. Lets Watch the Following Video Again • This time use the supplied rubric (handout, white paper) to assign a score 0-100

  15. Rubric for Scoring The Speech 15 X 5 = 25 +10 = 85 TOTAL SCORE = accumulated points X 5 + 10 ________________________

  16. Rubrics allow faster gradingRubrics allow for peer reviewRubrics allow you to look at specific components of student learning

  17. Constructing a Rubric • Reflect • What do you want from the students, e.g. what is goal of the assignment/assessment? • List • The specific criteria/objectives • Group and Label • Group similar objectives • Apply • Develop the rubric • Refine • Adjust the rubric

  18. A Three Level Rubric

  19. A Three Level Rubric

  20. A Three Level Rubric

  21. On-Line resourceRubistar • RubiStarhttp://rubistar.4teachers.org/index.php

  22. Things to Consider • Adapt existing rubrics • Use the rubric as a short cut to reduce grading time • Check boxes • Circle the characteristics • Provide the rubric with the assignment • Makes grading more transparent • Helps students know what is expected • Involve students in developing the rubric

  23. Resources • The Effects of Instructional Rubrics on Learning to Write • http://cie.asu.edu/volume4/number4/ • Scoring rubrics: what, when and how? • Scoring rubrics: what, when and how?. Moskal, Barbara M. • Create Your Own Rubrics Online • RubiStarhttp://rubistar.4teachers.org/index.php • Rubrics Generator (free) • http://www.teach-nology.com/web_tools/rubrics/

  24. Reflections • How might you use rubrics in your SoTL project? • Where in your assessment of student learning would a rubric help you determine what learning is and is not developing in the students?

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