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Developing and Using Rubrics

Developing and Using Rubrics. Robin Pappas Center for Teaching and Learning October 24, 2013. Workshop Outcomes. Workshop participants will Become familiar with rubric definition and structure Identify criteria that warrant creating and using rubrics

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Developing and Using Rubrics

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  1. Developing and Using Rubrics Robin Pappas Center for Teaching and Learning October 24, 2013

  2. Workshop Outcomes Workshop participants will Become familiar with rubric definition and structure Identify criteria that warrant creating and using rubrics Review and analyze several examples of rubrics Identify the four stages of rubric development Use strategies and stages to develop a rubric for course participation Consider ways of integrating Bacc Core Learning Outcomes into rubrics for Bacc Core classes Consider ways of involving students in the rubric development process Discuss ways in which rubrics can facilitate opportunities for classroom assessment and vice versa

  3. definition What is a rubric?

  4. You may need a rubric if… You often get behind in grading Students complain that your comments are illegible You are developing wrist and hand cramps from writing the same comments on student papers You sometimes worry that the assignments at the bottom of the stack were graded differently from those at the top Despite giving long descriptions of assignments in the syllabus, students routinely ask several questions in class about your expectations

  5. You may need a rubric if… Despite collaborating with colleagues to develop courses or assignments, you suspect your grading scales differ You regularly find yourself talking with Writing Center or other tutorial services staff because neither tutors nor students understand your assignments You’ve been disappointed more than once because most students in the class prove unaware of expectations so basic that you didn’t feel the need to mention them Despite your concerted effort to explain a complex assignment, students complain that your expectations are vague, mysterious, or impossible to fulfill (Adapted from Stevens and Levi, 2005)

  6. Example 1: Group Project Task Description Scale Dimensions Dimension Descriptions

  7. Creating the first rubric Is it worth the time?

  8. Why use rubrics? Timely feedback Experience using detailed feedback Enhanced opportunities for critical thinking about work Enhanced communication with GTAs, tutors, and other academic success colleagues Resource for honing teaching skills Level playing field

  9. Rubric Structure Title Task Description

  10. Toward Stages of Rubric Development Class 101 Participation Grade

  11. 4 Stages of Rubric Construction Reflecting Listing Grouping and Labeling Application

  12. Stage 1: Reflecting 8 Questions Why did you create the assignment? Have you given this before? How does it relate to the rest of what you’re teaching? What skills will students need to have or develop to successfully complete this? What exactly is the task assigned? What evidence will demonstrate they have accomplished what you’d hoped they would? What are your highest expectations for student performance on this? What is the worst fulfillment of the assignment you can imagine?

  13. Stage 2: Listing What specific learning objectives will be accomplished by completing the assignment? List the Highest Expectations for each learning objective.

  14. Stage 3: Grouping and Labeling Group similar performance expectations and create labels for each group. Uses list of highest performance expectations.

  15. Stage 4: Application Transfer lists and groupings to grid. Groups of performance expectations move to left column. Learning and task objectives move into descriptions of highest level of performance If creating a scoring guide, process ends here.

  16. Thoughts?

  17. Range of Skills and Course Competencies VALUE Rubrics by AAC&U

  18. Bacc Core Competencies Dimension Descriptions in VALUE Rubrics as one model for integrating Bacc Core Categories and learning objectives into individual rubrics. BACC Core Categories and Learning Objectives

  19. Involving Students Rubric up front with Q&A Feedback model Partial rubric

  20. Rubrics and Classroom Assessment Scenario: Suppose 25% or more of your students earn scores of 2 or 1 in most categories for their first assignments. What questions does this raise re: future success? How could you assess to identify the problem(s)? What are you prepared to do or change in response to the assessment data?

  21. Other examples

  22. Rubrics 102 • Clarify dimension categories • Develop and refine performance descriptions • Connect terms in rubric to assignment/activity description • Map out activities to reinforce learning outcomes throughout course

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