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Rubric Design Workshop

Rubric Design Workshop. Dr. Julie Horton Dr. Gary Moorman Dr. David Koppenhaver Appalachian State University Dr. Eman Zaki, Qatar University. Workshop Organizers. Office of Faculty & Instructional Development, College of Education, Qatar University Appalachian State University

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Rubric Design Workshop

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  1. Rubric Design Workshop Dr. Julie Horton Dr. Gary Moorman Dr. David Koppenhaver Appalachian State University Dr. Eman Zaki, Qatar University

  2. Workshop Organizers Office of Faculty & Instructional Development, College of Education, Qatar University Appalachian State University University of San Diego

  3. Workshop Outcomes • By the end of the workshop you are expected to: • Develop a deeper understanding of rubric design • Understand the relationship between interactive teaching and the use of rubrics • Describe basic principles of rubric design • Construct at least one rubric for use in your own classroom

  4. Overview of the Workshop • Discussion of rubrics • Theoretical overview • Specific examples of rubrics • Write a rubric for your own discipline • Review and questions

  5. Rubrics Discussion • What does the word “rubric” mean to you? • Are you currently using rubrics in your teaching? If so, how? • What obstacles do you see in using rubrics? • What would you like to learn about rubrics?

  6. Rubric • A rubric is a form of assessment that evaluates student performance based on specific criteria known to both student and teacher • Should be handed out before the assignment • Criteria may vary based on the expertise of the student

  7. Theoretical Background:Levels of Understanding • Knowledge guides performance • Both knowledge and performance can be assessed precisely • Four levels of understanding (Wiske, 1998): • Beginning • Developing • Apprentice • Expert

  8. Beginning Understanding • Knowledge based on personal experience • Knowledge construction viewed as unproblematic • Application of knowledge is not considered • Non-reflective

  9. Developing Understanding • Partially examined knowledge and surface level analysis • Knowledge construction is mechanistic and step by step • Validation of knowledge is based on external authority

  10. Apprentice Level • Performances of understanding grounded in disciplinary knowledge • Construction of knowledge complex • Relationship between disciplinary knowledge and outside life

  11. Expert Level • Understanding is integrative, creative and critical • Construction of knowledge is driven by conflicting frameworks and worldviews • Learner is able to combine disciplines in their tasks

  12. Types of Rubrics • Rubric Template • Written Report Rubric • Projects Rubric • Classroom Performance Rubric • Oral Presentation Rubric • Portfolio Rubric

  13. 4teachers.org—Rubistar http://rubistar.4teachers.org/index.php Kathy Schrok’s Guide for Educators http://school.discovery.com/schrockguide/assess.html teAchnology http://www.teach-nology.com/web_tools/rubrics/ Rubrics and Evaluation Resources http://www.ncsu.edu/midlink/ho.html The Technology Applications Center for Educator Development http://www.tcet.unt.edu/START/instruct/general/rubrics.htm Useful Internet Resources

  14. Parts of a Rubric • Learning Objectives or Concepts to be included in the Assignment • Criteria • Develop a grid • Share the Rubric with all students before they begin assignment • Evaluate student work with the rubric to determine content has been mastered.

  15. Implementation • Find a partner in your discipline and develop a rubric

  16. Rubrics Online • "Rubistar Rubric Generator" (http://rubistar.4teachers.org/)  • "Teacher Rubric Maker" (http://www.teach-nology.com/web_tools/rubrics/) • “Rubrician” (http://www.rubrician.com/language.htm” • Rubrics for Web Lessons (http://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.html) • An Online Rubric Maker (http://landmark-project.com/classweb/rubrics/)

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