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Grading Rubrics

Grading Rubrics. Heartland Community College IDC. 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. Rubrics. Definition

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Grading Rubrics

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  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 validity understanding misspecification over-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

  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://rubistar.4teachers.org/index.php • http://its.monmouth.edu/FacultyResourceCenter/Rubrics/A%20Rubric%20for%20Rubrics.htm

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