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Strategies for Developing Effective Rubrics in Educational Assessment

Discover essential strategies for creating and analyzing effective rubrics in the educational context. Eric Haas from Scottsdale Community College presents insights into SSC's assessment strategy, approaches to rubric development, and common pitfalls. Learn about simple solutions to improve rubric reliability, actionable data, and how to leverage results to scaffold student learning. The session emphasizes the importance of choosing measurable learning outcomes and organizing them effectively to enhance educational assessment. Participation in this discussion will pave the way for future considerations in rubric usage.

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Strategies for Developing Effective Rubrics in Educational Assessment

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Presentation Transcript

  1. Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics Eric Haas Scottsdale Community College

  2. Outline • SCC’s Assessment Strategy • Development of Rubrics • Problems with Rubrics • Simple Solutions • Thinking About the Future

  3. HLC Site Visit

  4. Simple Changes Stop clubbing, baby seals Stop clubbing baby seals Once again, punctuation saves lives

  5. Juxtacognition

  6. Structure vs. Freedom

  7. Spaghetti vs. Waffles

  8. WOVeN Model

  9. Rubrics

  10. Reporting Results “ENG101 students demonstrated an average of 16.3 out of 20 (81.5%) on the Written Communication rubric.”

  11. But How Do We Use That Data? “ENG101 students demonstrated an average of 16.3 out of 20 (81.5%) on the Written Communication rubric.”

  12. Criterion-Based Outcomes “545 out of 625 (87.2%) ENG101 students achieved the 70% competency level on the Written Communication Rubric.”

  13. Criterion Profile

  14. Can We Get Even More Precise?

  15. Future Considerations Pros Cons Worse reliability? Reductionistic Overwhelming data? Demands precise rubrics • Precise feedback • Actionable data • Faculty can see the benefit • Encourages “scaffolding”

  16. Creating a Rubric • Choosing Learning Outcomes • What are the things that a “successful” student should be able to do after the class, etc.? • Measureable • What would tell you that a student can do those things? What would they be able to do? • Organize • Which outcomes are related to each other?

  17. Questions? eric.haas@scottsdalecc.edu

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