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Using Rubrics. Jennifer Ahern-Dodson | Thompson Writing Program Yvonne Belanger | Center for Instructional Technology Jessica Thornton | Provost Office. Duke University Assessment Roundtable 23 April 2012. Rubrics: What about them?. Background Getting you Started - Audience Participation
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Using Rubrics Jennifer Ahern-Dodson | Thompson Writing Program Yvonne Belanger | Center for Instructional Technology Jessica Thornton | Provost Office Duke UniversityAssessment Roundtable 23 April 2012
Rubrics:What about them? • Background • Getting you Started - Audience Participation • Examples from Across Duke • Take-aways • Question and Answer • Sign-in! • Handouts Available
Overview: What exactly are Rubrics? • Word Root: Red Ink • In the mid-90s reframed as a evaluation tool • A scoring tool that lays out specific expectations for an assignment • Divides assignment into its component parts • Can include descriptions of acceptable and unacceptable performance
Overview: Why use Rubrics? • Help with Grading • Communicate Expectations to Students • Sharing Best Practices • Program Assessment
Overview:Components of Rubrics • Task Description • Dimensions • Scale • Description of Performance at each level and dimension
Overview:Thinking outside the Box Rubrics are not necessarily: • Quantitative • Summative • Tied to Grades • Useful only at the assignment level • Comprehensive • Boring checklists
Naming what Matters • What do you most care about students learning? • How is this communicated to students (mission statement, syllabus, application)? • What skills or experiences do they need to get there?
Getting Specific: What would Success Look like? • Name at least one learning goal and describe (or bullet list) what it would look like if students mastered that goal. Concept: “backwards design”
Aligning for Learning • What do you want students to be able to do by the end of the project/course?(Learning goals) • How do you give them practice in those goals? (Teaching or Mentoring Strategies) • How do you know that they are learning (in process) and have learned (at end) these goals? (Feedback strategies and evaluation)
Take-Aways:How to Get Started • Start Small • Start with one assignment • Keep learning goals at center • Scaffolding
Take-Aways:How to Create a Rubric • Abundance of Rubrics on the Internet • Easy to create and make your own • Build consensus in your program or department
Resources • AAC&U VALUE Rubrics • Available at assessment.aas.duke.edu • Book: Introduction to Rubrics (Stevens & Levi) • Article: On the “Uses” of Rubrics: Reframing the Great Rubric Debate (Turley & Gallagher)
Thank you! Questions? Thoughts? Feedback?
Making it yours:How to build it? Get Consensus? • Subject Matter Expert Driven • Interview faculty individually or in small groups • Determine dimensions and descriptions of performance from interviews • This approach may need assistance on the front-end
Making it yours:How to build it? Get Consensus? • Ground up Approach • Start with a blank rubric • Ask faculty to score and make notes • Rubric will evolve over time with feedback
