Benefits

1. “…scoring tool for qualitative rating of authentic or complex student work. It includes criteria for rating important dimensions of performance, as well as standards of attainment for those criteria. The rubric tells both instructor and student what is consider important and what to look for when assessing.” Jonsson, A. & Svingby G. (2006). The use of scoring rubrics: reliability, validity and educational consequences.

4. Benefits • Help educators set goals • Communicate expectations to students • Assessment of student work more consistent • Can be customized • Can use be borrowed and reused • Make scoring easier and faster • Improve feedback to students • Make scoring more accurate • Help student self-improve • Be used across courses, across programs

7. Exemplars Student input

9. Holistic Rubrics • Written generically and can be used with many tasks • Save time by minimizing the number of decisions raters must make • Trained raters tend to apply them consistently, resulting in more reliable measurement

10. Holistic Rubrics • They do not provide specific feedback about the strengths and weaknesses of student performance • Performances may meet criteria in two or more categories, making it difficulty to select the best description • Criteria cannot be weighted differentially

12. Teamwork / Group work Ethical Consideration Health Diagnosis (scroll to bottom)

13. Analytic Rubric • Provide useful feedback in areas of strength and weakness in student performance • Dimensions can be weighted to reflect relative importance • Demonstrate progress over time in some dimensions when the same rubric categories are used repeatedly

14. They take more time to create and use • There are more possibilities for raters to disagree.

15. Making Choices Analytical There is a need to see relative strengths and weaknesses Detailed feedback is needed to drive improvements Need to assess complicated skills or performances You want students to self-assess their understanding or performance Holistic • Snapshot of achievement is sufficient • Single dimension is adequate to understand student performance

16. Challenges of rubrics • May encounter something not accounted for in the • Rubric • Balance between detail and usability • Well designed rubric requires a great deal of time • Having access to exemplars • Performance lies somewhere between two levels • Inconsistencies in performance descriptors

18. Analytical Rubric Design

19. “It is your prerogative, indeed your responsibility at the designer of a rubric, to set the criteria to be assessed, and the levels of excellence to be met.” Selke, M. (2013). Rubric Assessment Goes to College: Objective, Comprehensive Evaluation of Student Work

21. Upon what component criteria should an ice cream sundae be assessed? What makes a “good” ice cream sundae?

24. Writing Observable Assessment Criteria

25. Summary Be clear about how a rubric is going to be used Rubrics can be used by faculty and students for the purposed of teaching and learning Rubric development is a process Important to pilot test the rubric.

26. AAHLE Carneige Mellon

27. “The heart of the crisis in American education is the lonely work of teacher who often feel disconnected from administrators, colleagues, and many of their students” Baker, P. “Creating Learning Communities: The Unfinished Agenda.” In B.A. Pescosolido and R. Aminzade (eds.), The Social Works of Higher Education. Thousand Oak, Calif.: Pine Forge Press, 1999.

28. Splendid Isolationists Demoralized Loners Baker P., and Zey-Ferrell, M. “Local and Cosmopolitan Orientations of Faculty: Implications for Teaching.” Teaching Sociology, 1984, 12, 83-106.

29. community

30. Topic-based

31. Mission and purpose • Where and when to meet • Curriculum – what issues and topics to address • Voluntary participation