Writing Assignment and Rubric Design

1. Writing Assignment and Rubric Design ORU Boxed Luncheon Workshop Series October 7, 2003

2. Workshop Topics • Types of Writing Assignments • Designing Assignments • Creating Rubrics

3. Types of Writing Assignments • Informal writing-to-learn assignments • Short (in class or out of class) • Not necessarily graded • Used to facilitate discussion, focus a class, provide immediate feedback, assess progress, begin a longer writing project • Formal writing assignments • Longer • Graded • Used to assess major concept acquisition

4. Informal Writing-to-Learn Assignments • Microtheme • Response to scenario • One-minute paper • Class minutes • Concept summary • “Muddiest point” mini-essay • Reading/double entry journal • Invented dialogues and letters

5. Formal Writing Assignments • Research paper • Analysis • Critique • Annotated bibliography • Review • Formal argument • Editorial

6. Assignment Design and Assessment • Good assignment design is a prerequisite for effective assessment • Assessment tool follows from assignment design • Rubrics can be created directly from assignment design process

7. Designing Effective Assignments* • Assignment is explained in writing • Assignment guidelines specify: • the assignment’s purpose • the assignment’s audience • the mode of development • the assignment’s required length • the assignment’s due date • style and formatting requirements *Adapted from University of Maryland University College, “Guiding Questions for Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of Kansas Center for Teaching Excellence, “Assignment Design,” www.ku.edu/~cte/resources/writing/assignment_design.html

8. Designing Effective Assignments* • Writing assignment is clearly linked to significant course objectives • Assessment criteria are specified (rubric) • Assignment is organized and assessed in stages • Assignments vary during the semester to reflect different levels of thinking and ability (Bloom’s taxonomy) *Adapted from University of Maryland University College, “Guiding Questions for Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of Kansas Center for Teaching Excellence, “Assignment Design,” www.ku.edu/~cte/resources/writing/assignment_design.html

9. Bloom’s Taxonomy* Bloom's Ranking of Thinking Skills *Adapted from University of Maryland University College, “Guiding Questions for Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html

10. Guiding Questions for Developing Assignments* • What course objectives do I hope to advance by the writing assignment? • How does this assignment fit into the overall plan for the semester? • What learning or critical thinking do I expect students to do? (Bloom’s taxonomy) • What form should the writing take? • How can the project be segmented to allow feedback or additional instruction? • How am I going to assess the process and the final product?

11. Guiding Questions for Developing Assignments* • What elements of the rhetorical situation should be reflected in the assignment? • How will I introduce this assignment to students? • Does this assignment require pre-teaching of course concepts, technical vocabulary, research or writing skills? • Does it require special resources and/or instructions about where to find resources? *Adapted from University of Maryland University College, “Guiding Questions for Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of Kansas Center for Teaching Excellence, “Assignment Design,” www.ku.edu/~cte/resources/writing/ assignment_design.html

12. Using the Rhetorical Elements to Assist in Designing Assignments • Applies to assignments or individual questions • Identifies exactly what the instructor would like the student to accomplish • Allows for flexibility among levels of required student knowledge (Freshman – Senior) • Builds the essential components of a rubric that can be used for evaluation

13. Original Student Assignment • Give directions for setting up a croup tent.* *Proprietary material. Please do not use without specific permission. Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu

14. Rhetorical Elements Establish or prompt attention to these elements: • Describe context/occasion and role • Provide sufficient and accurate content • Identify purpose(s) • Define and address audience(s) • Select and organize key point(s) and argument(s) • Incorporate visuals • Consider overall design Proprietary material. Please do not use without specific permission. Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu

15. Revised Student Assignment • As a communication intern in a hospital’s pediatric unit, part of your job is to help parents increase their involvement in their child’s medical care. Write step-by-step directions with appropriate headings that will enable parents to set up a croup tent. Make sure to give reasons for using the croup tent as well as specifics of setting it up. Include appropriate definitions and illustrations as well as hints to make the set up easier. Consider the advantages of explaining why parental involvement is good (in other words, why don’t the medical personnel do everything?). Decide whether the information should be in a brochure or a one-page direction sheet.* *Proprietary material. Please do not use without specific permission. Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu

16. Analysis of Assignment • Describe context/occasion and role:location: pediatric hospital unit; role: communication intern • Define and address audience: parents of children with respiratory problems • Identify purpose: broad: increase parents’ involvement in their child’s medical care; specific: direct parents to set up a croup tent • Select content: reasons for using croup tent; rationale for parental involvement; specifics of set up; hints to make set up easier; appropriate definitions • Organize information:chronological (“step-by-step”) • Incorporate visuals: appropriate illustrations • Consider overall design:headings; brochure; one-page sheet Proprietary material. Please do not use without specific permission. Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu

17. Some Rhetorical Elements Specified by the Instructor • You’re assigned as a communication intern in a hospital’s pediatric unit to document procedures for student nurses working on their pediatric rotation. Give directions for a pair of student nurses to set up a croup tent. Proprietary material. Please do not use without specific permission. Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu

18. Analysis of Assignment • Describe context/occasion and role:location : hospital pediatric unit; role: communication intern • Define and address audience: student nurses on their pediatric rotation • Identify purpose: broad: must be specified by student; specific: direct student to set up a croup tent • Select content: must be specified by student • Organize information: must be specified by student • Incorporate visuals: must be specified by student • Consider overall design: must be specified by student Proprietary material. Please do not use without specific permission. Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu

19. Can You Identify the Elements? • Observe the sample assignment labeled “Microtheme: Fallacies and Validity.” • Try to identify the rhetorical elements in this assignment.

20. Identifying Rhetorical Elements • Describe context/occasion and role:location : local magazine company; role: editor • Define and address audience: executive editor/boss • Identify purpose: broad: evaluate submissions for accuracy & validity; specific: identify fallacies and analyze arguments • Select content: must be specified by student • Organize information: must be specified by student • Consider overall design: a microtheme to the executive editor; detailsmust be specified by student

21. Microtheme Rubric • Rubric follows directly from microtheme assignment • Rubric presented in writing • Assessment criteria presented with the assignment

22. English 305 First Day Informal Writing-to-learn Activity • Designed to facilitate class discussion • Short, in-class writing (approx. 10 minutes) • Non-graded (no rubric) • Linked to course goal regarding the liberal arts and liberal arts education • Assignment purpose explained in class • Rhetorical elements included in the “scenario”

23. Identifying Rhetorical Elements • Describe context/occasion and role: context and role: graduation, candidate coming before independent review committee • Define and address audience: independent review committee • Identify purpose: broad: to demonstrate changes as a result of education; specific: to prepare a response for the committee • Select content: specific evidence of “transformed life” • Organize information: student determines most persuasive method • Incorporate visuals: none • Consider overall design: specific evidence must be persuasive

24. 305 Student Responses • DiAnne Watson • Senior Health and Exercise Science major • Joseph Nosak • Senior Business major

25. Types of Rubrics • Holistic rubrics (microtheme example) • Analytical rubrics • Matrix rubrics

26. Principles of Rubric Design* • Word choice • provides for consistency of interpretation • promotes purposeful dialogue between instructor and student • Visual appeal • creates a “map” of what the student must attempt to achieve • placement of elements conveys their significance *Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/ framework/rubrics/theguide.html

27. Principles of Rubric Design* • Student’s Role • defines an active role for the student • active role increases motivation • Correctives • design facilitates dialogue beyond what is wrong to what is right and how to improve what is wrong • Purpose • rubric implies benefits/purpose of assignment *Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/ framework/rubrics/theguide.html

28. Rubric Design Resources • RubiStar • http://rubistar.4teachers.org/index.php • Rubric Design Principles Guide • http://edservices.aea7.k12.ia.us/framework/ rubrics/theguide.html