1 / 13

Scoring Rubrics

Scoring Rubrics. Margaret Kasimatis, PhD VP for Academic Planning & Effectiveness. What is a Scoring Rubric?. A scheme for evaluating student work along certain dimensions Specific skills or aspects of a general learning outcome Concrete descriptors of levels performance

eldaj
Télécharger la présentation

Scoring Rubrics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Scoring Rubrics Margaret Kasimatis, PhD VP for Academic Planning & Effectiveness

  2. What is a Scoring Rubric? • A scheme for evaluating student work along certain dimensions • Specific skills or aspects of a general learning outcome • Concrete descriptors of levels performance • Can be applied to a variety of student products or performances (e.g., written work, presentations, efforts, etc.) • Good for measuring higher-order skills or outcomes not easily measured by tests(e.g., oral communication, integration)

  3. EXAMPLE OF ONE DIMENSION OF AN ORAL PRESENTATION SCORING RUBRIC

  4. What is a Scoring Rubric? • How is this different from grading? • Multidimensional vs. holistic • Concerned more with skills than “right answer” • Results are aggregated across students

  5. Constructing Rubrics • Select learning outcome or competency • Identify specific dimensions/skills • Develop concreted descriptors of levels of performance • Need to keep in mind the nature of the work product • Ask yourself, “What level of performance should a graduating senior in my department have?” • Best you can expect is highest rating • Unacceptable product is lowest rating • Worst acceptable product is lowest acceptable rating

  6. EXAMPLE LEARNING OUTCOME:“Can…analyze and interpret data” Student Product: Lab Report

  7. EXAMPLE LEARNING OUTCOME:“Understanding the impact of engineeringsolutions in a global and societal context” Student Product: Final Paper in Integrative Experience

  8. Applying Rubrics • Ideal Case: • Train a pair of raters (from outside course or department) to use the rubric (test inter-rater reliability) • Each rater independently scores the work • This can be done “live” (e.g., with oral presentations), or copies of student products could be made and retained for later scoring

  9. Using Rubrics for Program Assessment • Where in curriculum is outcome addressed and at what level? (refer to curriculum map) • Ideally, look for courses that “Introduce” as well as those that “Emphasize” (to test improvement across program) • Or look at required senior-level courses • Identify student work products/performances that should demonstrate the outcome • E.g., written assignments, research reports or posters, oral presentations, creative performances or products • If you want to test improvement, look for similar products in lower and upper division courses • Cautionary note about apples and oranges

  10. Using Rubrics for Program Assessment • To analyze and interpret the data: • Average scores across raters (if you used two raters) • Aggregate those scores across students for each rubric dimension • Present data in user-friendly way and have discussion of what it means • It helps to already have a criterion/standard in mind

  11. Advantages of Scoring Rubrics • Direct evidence of student learning • Good for measuring higher-order skills or evaluating complex tasks • Summaries of results can reveal patterns of student strengths and areas of concern • Can be unobtrusive to students • Can generate great discussions of student learning among faculty, especially regarding expectations

  12. QUESTIONS?

More Related