month, xx year (arial 10) an introduction to rubrics – ted scholz
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Month, XX YEAR (Arial 10)
An Introduction to Rubrics – Ted Scholz
The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved
2
What are We Going To Do Today?
• Quickly discuss the benefits of using rubrics
• Discuss the basic elements to rubrics
• Discuss the basic processes for developing effective rubrics
• Begin to create our own rubrics
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3
Why Use Rubrics?
• Provide timely feedback
• Prepare students to use detailed feedback
• Encourage critical thinking
• Facilitate collaboration and communication with others
– Consistency!• Help us refine teaching skills
• Level the playing field
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4
What are the Parts of a Rubric?
Scale Level 1 Scale Level 2 Scale Level 3
Dimension 1
Dimension 2
Dimension 3
Task Description:
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5
Rubric Components
• Task Description• Cut and pasted from
syllabus
• Reminder to ourselves as we grade
• Grabs students attention
• Here comes the grading!
• Scale• Sophisticated, Competent,
Partly Competent, Not Yet Competent*
• Excellent, Competent, Needs Work
• Accomplished, Average, Developing, Beginning**
*NSF Synthesis Engineering Education Coalition, 1997)
** College of Education, 1997
(Huba & Freed, 2000, p 80)
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6
Rubric Components (Continued)
• Dimensions– Defines tasks
– Usually one or two words
– Adding points prioritizes each task
– Should not include description of quality
• “Organization” not “Good Organization”
• Dimension Descriptions– At the very least, should contain the highest level of performance
– Next level indicates the differences between that level and the ideal.
– Last level indicates what might have been accomplished but has not
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7
Two Types of Rubrics
• Three to Five Level Rubrics– Circle text– Check boxes
• Most time consuming to make
• Fastest to use
• Scoring Guide Rubrics– Designed to give narrative, specific feedback
• Easiest to create
• Most time consuming to grade (particularly with weaker students)
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Creating Rubrics
• Stage 1: Reflecting– Please complete pgs 2-3 in you packet
• Stage 2: Listing and Matching– Please complete pg 4 in your packet
• Stage 3: Grouping– Pg 4
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Creating Rubrics (Continued)
• Stage 4: Application– Begin with your highest level first– Scoring guide? You’re finished!– Three to five level:
• Work from the outside in
• Middle will be most difficult
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Scoring
• Consistent Performance Anchors• Detailed, Formative Feedback
– Three to five level rubrics with boxes
– Three to five level rubrics with circled text • Individualized, Flexible Feedback
– Scoring guide rubrics
• Summative Feedback and Grades– Quantify dimensions?
• Danger of fighting over points
– Before rubrics, it was narrative and a grade– Holistic judgments
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Variations on the Theme
• Check your packet for samples• Meta-rubrics
ReferencesI-Rubric (2010) R Campus: open tools for open minds. Accessed on January 26th, 2010.
http://www.rcampus.com/indexrubric.cfm
Huba, M.E., & Freed, JE. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon
Stevens, D.D. & Levi, A.J. (2005) Introduction to Rubrics. Sterling VA: Stylus. http://styluspub.com/resources/introductiontorubrics.aspx
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Thank You
There is no rubric for evaluating this workshop!