1. DEVELOPING RUBRICS FOR ASSESSMENT Daniel Domin Curriculum/Instructional Designer Triton College April 22, 2009

2. RATE EACH OBJECT AS ‘EXCELLENT,’ ‘GOOD,’ ‘FAIR,’ OR ‘POOR.’

3. OVERVIEW Definition of Rubric Uses of Rubrics Features of Rubrics Types of Rubrics Constructing a Rubric

4. WHAT IS A RUBRIC? a scoring tool that lays out the specific expectations for an activity or product.

5. USES OF RUBRICS Grading Communicate Expectations Feedback Monitoring/Documenting Progress Documenting Assessments Manipulative for Reflection

6. RUBRIC COMPONENTS Task description Dimensions of activity or product Scale of measure with different levels Descriptions of different levels of performance Grid -- Stevens, D. & Levi, A. (2005). Introduction to Rubrics. Sterling, VA: Stylus Publishing

7. TASK DESCRIPTION SCALE LEVELS D I M E N S I O N S Rubric for Critical Thinking Activity Each student will write an essay either for or against the following statement: Medical marijuana should be legalized. -- Adapted from Dr. Gerald Mozur, Lewis and Clark College.

8. TYPES OF RUBRICS • Holistic • The rubric scores the activity/product as a whole. Analytic The rubric categorizes and scores components of the activity/product.

9. TYPES OF RUBRICS When to Use an Analytic Rubric: when there are many dimensions to consider when dimensions are weighted differently • When to Use a Holistic Rubric: • quick judgments that carry little weight in evaluation • evaluated performance criteria cannot be easily separated

10. EXAMPLE: ANALYTIC RUBRIC Each student will write an essay either for or against the following statement: Medical marijuana should be legalized. -- Adapted from Dr. Gerald Mozur, Lewis and Clark College.

11. 6 - Excellent all exercises attempted all correct handwriting legible all calculations shown 4 - Good many, but not all of the exercises attempted most correct handwriting for the most part legible most of the calculations are shown 2 - Poor many of the exercises not attempted many incorrect handwriting not legible calculations are not shown EXAMPLE: HOLISTIC RUBRIC Homework Assignment # 3

12. RUBRIC CONSTRUCTION Four-Stage Model: Stage 1 – Reflecting Stage 2 – Listing Stage 3 – Grouping and Labeling Stage 4 – Application -- Stevens, D. & Levi, A. (2005). Introduction to Rubrics. Sterling, VA: Stylus Publishing

13. STAGE 1 – REFLECTING • Why did you create this activity? • Have you given this assignment or a similar assignment before? • Do the students already possess the skills needed to complete the activity? • What exactly is the task assigned? • What would you consider evidence that the students will provide to show that they have accomplished what you hoped they would accomplish? • What are the highest expectations you have for student performance on this activity. • What is the worst fulfillment of the assignment, short of simply not turning it in at all? Take time to reflect on what you want from the students, why you created this activity, and what your expectations are. -- Stevens, D. & Levi, A. (2005). Introduction to Rubrics. Sterling, VA: Stylus Publishing

14. STAGE 2 – LISTING Add a description of the highest level of performance for each outcome listed. What do you hope to see in the completed assignment? -- Stevens, D. & Levi, A. (2005). Introduction to Rubrics. Sterling, VA: Stylus Publishing

15. “Biographical Essay” 1. Historical accuracy -- all facts accurate 2. Number of facts -- 8 or more 3. Literature citations -- 5 or more 4. Grammar -- 3 or fewer errors 5. Citation style -- APA 6. Citations embedded -- All embedded 7. Spelling -- No Misspellings 8. Voice -- Always active 9. Flow -- Easy to read 10. Logic of presentation -- Order makes sense

16. STAGE 3 – GROUPING AND LABELING Group similar expectations together Label each set of groupings -- Stevens, D. & Levi, A. (2005). Introduction to Rubrics. Sterling, VA: Stylus Publishing

17. “Biographical Essay” 1. Historical accuracy HISTORICAL FACTS GRAMMAR/SPELLING 2. Number of facts 3. Literature citations 4. Grammar 5. Citation style 6. Citations embedded 7. Spelling CITATIONS 8. Voice PRESENTATION 9. Flow 10. Logic of presentation

18. STAGE 4 – APPLICATION Transfer your lists and groupings to a rubric grid. Labels for the groups of performance expectations now become the dimensions of the rubric. Descriptions of the highest level of performance become criteria for highest performance category. -- Stevens, D. & Levi, A. (2005). Introduction to Rubrics. Sterling, VA: Stylus Publishing

19. Rubric for Biographical Essay Each student will write an essay on a famous person in American History.

20. Rubric for Biographical Essay Each student will write an essay on a famous person in American History.

21. Rubric for Biographical Essay Each student will write an essay on a famous person in American History.