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Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics

Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics

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Is Your Rubric Getting in the Way? Strategies for Developing and Analyzing Rubrics

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  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