To B or Not to B : Using Rubrics to Assess Student Work

1. To B or Not to B: Using Rubrics to Assess Student Work Darlene Gibson Mid-Continent University

2. Many academic disciplines rely on written assignments to assess students’ understanding of course content, and some use these assignments to evaluate each student’s ability to analyze and apply course content to daily life.

3. However, assessing these assignments may present a challenge as educators attempt to fairly and consistently evaluate each element of the assignments.

4. Although rubrics may be used for many different purposes, scoring rubrics establish a standard of performance and assessment.

5. The use of rubrics provides a valuable tool for fairly, objectively, and consistently assessing student work, course objectives, and program learning outcomes.

6. Student Work Rubrics communicate the assessment expectations for the assignment.

7. Criteria/Standards for the Assignment • Grading Scale per Element of the Assignment

9. Student Work Rubrics ensure a more fair, objective, and consistent evaluation.

10. This student works hard and really deserves to receive a good grade on this assignment. I do not feel comfortable assessing grammar/mechanics because I am not an English professor. If this student does not pass this course, he/she will fall behind the rest of the cohort group.

11. ❸ This area needs work. There are several punctuation errors. ❹ ❹ ❺ ❶ • Good job with diction

12. Student Work Rubrics provide students and educators with valuable information related to each student’s level of understanding and the need for tutoring or assistance with the course content.

13. The web and outline are missing. Rough draft does not indicate substantive change. ❸ This area needs work. ❹ ❹ ❺ ❶ • Good job with diction

14. IMPACT In addition to assessing students’ skills for the assignment and/or course, rubrics help measure the growth of our students’ critical thinking skills for our QEP (IMPACT).

15. QEP Student Learning Outcomes

16. Course Objectives Rubrics provide information (formative data) that educators can use to determine if assignments and their results fulfill course objectives and to what degree.

17. CLO: Students will demonstrate knowledge of the process of writing. ❸ CLO: Students will demonstrate ability to recognize and use Standard English and language mechanics. ❹ ❹ ❺ ❶ • CLO: Students will demonstrate critical thinking. • CLO: Students will apply their concepts of faith.

18. Using the results, educators can make changes to the content and/or delivery method to improve student learning in the classroom. These same rubrics also provide data that can be used beyond the classroom: QEP assessment, MCU’s mission statement, etc.

19. ❸ ❹ • *QEP SLO: Students will improve their critical thinking skills. ❹ ❺ • *MCU Mission to prepare Christian leaders and analytical thinkers. ❶

20. Department chairs use the data to assess their programs.

21. Program Learning Outcomes By matching the rubric elements to the program learning outcomes, department chairs can use this information to make changes to better address the program learning outcomes.

22. Student achievement for this assignment. Program Learning Outcomes addressed in this assignment 80% 70% 100% 90%

23. Because rubrics can be designed to assess many aspects of an assignment, course, project, etc., they provide valuable data.

24. Rubrics provide valuable information to assist students in improving their skills.

25. Rubrics assist educators and department chairs in assessing and improving courses and programs, thus enhancing student learning.

26. Remove the confusion of “To B or Not to B.” Use rubrics to assess student work.