rubrics - weeblydeborahhughes.weebly.com/.../0/9/6/30966533/rubrics... · a scoring rubric is a set...
TRANSCRIPT
-
RUBRICS
PUZZLING OR POWERFUL?
By Deborah Hughes, MBA
-
WHICH ONE ARE YOU WHEN IT COMES TO RUBRICS?
2 10/25/2013
-
OR SOMEWHERE IN-BETWEEN?
3 10/25/2013
-
Today’s objectives……
• Rubrics can be powerful tools • The good, the bad, and the ugly of rubrics • What should you consider before creating a
rubric • Reasons for using a rubric • How to structure a rubric • What’s in it for me?
4 10/25/2013
-
A LITTLE HISTORY…….
BUT FIRST,
5 10/25/2013
-
HOW DID RUBRICS DEVELOP?
6 10/25/2013
-
RUBRICATION •One of several steps in the medieval process of manuscript making •From the Latin rubrico, “to color red” (though later blue and green were often used) •The addition of red headings to mark the end of one section and the beginning of another or the headings of the major divisions of a book or a direction for conducting church services 7 10/25/2013 Wikipedia
PresenterPresentation NotesWith the first movable type printing of the Gutenberg Bible, the rubrication ws still done by scribes by hand.
Practitioners of rubrication or rubricators were specialized scribes.
Rubrication was used so often that the term rubric became commonly used as a generic term for headers of any type of color, though technically referred only to red
-
FAST FORWARD TO THE 1970’S……
• Introduction of ICD-9 codes in 1977 showed the term had long been used as medical labels for diseases and procedures.
• Adopted by rater’s for the NY State Regent’s Exam in Writing and then in 1981 were formally named rubrics by Mel Grubb in his book as he advocated holistic scoring instead of developmental (analytical).
8 10/25/2013 Wikipedia
-
To the 1990’s and beyond…….
• In the mid- 1990’s scholarly articles began to refer to rubrics as valuable evaluation tools in education.
9 10/25/2013 Wikipedia
-
Today………..
• Rubrics are widely considered a valuable evaluative tool from grade school through post-graduate work, and are endorsed by state department’s of education, accreditation agencies and assessment gurus all over the country.
10 10/25/2013
-
FORMAL DEFINITION
A scoring rubric is a set of ordered categories to which a given piece of work can be compared.
Scoring rubrics specify the qualities or processes that must be exhibited in order for a performance to
be assigned a particular evaluative rating.
10/25/2013 11 McDaniel, P. (1994). Understanding Educational Measurement
-
A POWERFUL TOOL
• If rubrics are constructed well, they aid the instructor as well as the student in achieving learning goals • Provide a target for success to the student • Provide a guide for instructional design (teachable
moments)
12 10/25/2013
Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning. The Journal of
Effective Teaching, Vol. 7, No. 1, 2007 3-14
-
• AND………..one researched but unrecognized benefit is the ability to make learning expectations explicit to students that are first generation or are from a background where English is not the first language
13 10/25/2013
Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning.
The Journal of Effective Teaching, Vol. 7, No. 1, 2007 3-14
PresenterPresentation NotesExpectations communicated often in subtle and sometimes unrecognizable ways to students from backgrounds with different rules, language, and school performance itself (Delpit, L. 1988 and Heath, S. 1983)
-
• The real value, and the reason for its power, is that using well-designed rubrics has the ability to advance the teaching and learning process………………
EVERYBODY WINS!!!!!!
14 10/25/2013
Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning.
The Journal of Effective Teaching, Vol. 7, No. 1, 2007 3-14
-
BUT………………
STILL, THERE IS THE…..................
15 10/25/2013
-
16 10/25/2013
-
THE GOOD • Clarify expectations and the goal of the
assignment • Focus instruction • Allows instructors to provide individualized
critique within a reasonable timeframe • Enables instructors to assign more
challenging work 17 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.
-
• Aids in fair, consistent, and unbiased grading of subjective assignments
• Particularly helpful when used by several people (peer-reviewed)
• Student-assisted design creates a learning opportunity for students
• And instills ownership
18 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly.
College Teaching, 53 (1), 27-30.
-
• Maybe not be perfect, but the benefits of using rubrics are many:
• Advance student learning • Support instruction • Strengthen assessment • Improve program quality
19 10/25/2013
Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.
-
THE BAD • Not entirely self-explanatory • Don’t replace good instruction • Don’t automatically cause the student
to improve on assessment • Aren’t just scoring tools
20 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly.
College Teaching, 53 (1), 27-30.
PresenterPresentation NotesStudents need help to understand them, what they are and what they’re for
Students need models, feedback, chance to ask questions, opportunities to revise, teacher interaction
-
“Rubrics used only to assign final grades represent not only a missed opportunity
to teach but also a regrettable instance of the teacher as the sole judge of quality
putting students in a position of mindlessness and powerlessness”
21 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly.
College Teaching, 53 (1), 27-30.
-
THE UGLY • Rubrics are not valid, reliable ,
or fair automatically “What makes them so is their
alignment with reasonable standards, and the curriculum being taught”
22 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.
-
23
Rubrics can only improve when used, assessed, peer-reviewed, have
student input, measured against good student work, revised, and
then used again
10/25/2013
-
CONSIDER THIS BEFORE YOU START…….
• Rubrics can be particularly helpful for items that historically are evaluated in a subjective manner:
• Essays • Research papers • Oral presentations • Group projects • Communication skills
24 10/25/2013
-
• So, typically you will not use a rubric for a short-answer test or multiple-choice test
• Choose the assignment you wish to create
the rubric for and consider why you assign the task in the first place, then what do you consider a “well-done” student effort
25 10/25/2013
-
WHY SHOULD I USE ONE?
• Defines quality for students and instructors • Turns a subjective assignment into an
objective one---there is a goal in mind • When used regularly, students begin to take
responsibility for the end product • Reduces grading time and makes explanations
on how to improve easier • Student-involved rubrics create “ownership”
26 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.
-
Two classifications are widely accepted:
10/25/2013 27
-
HOLISTIC
assess the whole task on one scale
28 10/25/2013
-
29
Table 1: Template for Holistic Rubrics Score Description
5 Demonstrates complete understanding of the problem. All requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem. 0 No response/task not attempted.
10/25/2013
-
30 10/25/2013
-
31 10/25/2013
-
32 10/25/2013
-
ANALYTIC (DEVELOPMENTAL)
Divided into separate dimensions; each dimension results in a grade
33 10/25/2013
-
34
Table 2: Template for analytic rubrics Beginning
1 Developing
2 Accomplished
3 Exemplary
4 Score
Criteria #1 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #2 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #3 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
Criteria #4 Description reflecting beginning level of performance
Description reflecting movement toward mastery level of performance
Description reflecting achievement of mastery level of performance
Description reflecting highest level of performance
10/25/2013
-
35 10/25/2013
-
36 10/25/2013
-
37 10/25/2013
-
38 10/25/2013
PresenterPresentation NotesShow, PTA, GRT, DMU
-
WHERE DO I START? • Choose the assignment you wish to create a
rubric for and be sure it is aligned with curriculum
• Determine the overall expectations and the criteria (dimension) you value without causing constraint, 5-6 at the most (Step 1)
• Just having a rubric doesn’t make it valuable, taking time to prepare it properly, and not making it too long, gives it value
39 10/25/2013
Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning.
The Journal of Effective Teaching, Vol. 7, No. 1, 2007 3-14
-
• Once you have the criteria for evaluation, determine the scoring mechanism (degrees of deviation) to be used to evaluate each level of ability and how many levels to use (Step 2)
• Write the descriptions for each dimension of each level or what determines exemplary, satisfactory, unsatisfactory, etc.(Step 3)
10/25/2013 40
Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning.
The Journal of Effective Teaching, Vol. 7, No. 1, 2007 3-14
-
• Start small, increasing dimensions and evaluative levels only after using a few times
• CAREFUL! Don’t make it too long or it becomes cumbersome for grading, teaching, and you won’t use it
10/25/2013 41
Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning.
The Journal of Effective Teaching, Vol. 7, No. 1, 2007 3-14
-
Let’s start one………..
10/25/2013 42
-
PARTICIPATION
10/25/2013 43
PresenterPresentation NotesBehaviors that count:Asking questionsAnswering questionsMaking comments (extra points for comments that relate to material in the text, and for sharing relevant experiences)Arriving on time
Value-added behaviors (putting contributions over-the-top)Responding to something another student says (includes answering a question posed by another student)Constructively disagreeing with something in the text or said in class by instructor or other student
Behaviors to avoid:Not listeningPretending to be listening while texting or surfing the netSpeaking without being recognizedBerating something said by another personLeaving early or otherwise disrupting the class
-
PARTICIPATION CRITERIA 3
EXEMPLARY 2 SATISFACTORY 1 UNSATISFACTORY 0 ABSENT
BEHAVIORS THAT COUNT
Always: Ask questions; answer questions; constructive comments; on-time arrival
Sometimes: Ask questions; answer questions; constructive comments; on-time arrival
Seldom: Ask questions; answer questions; constructive comments; on-time arrival
VALUE-ADDED BEHAVIORS
Always: Respond to comments; constructive disagreement
Sometimes: Respond to comments; constructive disagreement
Seldom: Respond to comments; constructive disagreement
BEHAVIORS TO AVOID
Seldom: Early depart; speaking w/o being recognized; classroom disruption; not listening; texting/surfing the net
Sometimes: Early depart; speaking w/o being recognized; classroom disruption; not listening; texting/surfing the net
Always: Early depart; speaking w/o being recognized; classroom disruption; not listening; texting/surfing the net
10/25/2013 44
PresenterPresentation NotesBehaviors that count:Asking questionsAnswering questionsMaking comments (extra points for comments that relate to material in the text, and for sharing relevant experiences)
Value-added behaviors (putting contributions over-the-top)Responding to something another student says (includes answering a question posed by another student)Constructively disagreeing with something in the text or said in class by instructor or other student
Behaviors to avoid:Not listeningPretending to be listening while texting or surfing the netSpeaking without being recognizedBerating something said by another person
-
SO WHAT’S IN IT FOR ME?
• Helps develop character in your students by giving expectations they can take responsibility for and providing them a sense of accomplishment
• Develops good work ethics • Gives instructors implicit idea of what
makes a good project, so grading is easier
45 10/25/2013
-
• Informs instructors if their method of teaching is effective and where improvements may be needed
THE RESULT……………………
10/25/2013 46
-
HAPPY STUDENT, HAPPY YOU!
10/25/2013 47
-
Websites
• www.rubistar.com • http://ww1.rubistar4teachers.com/ • http://rubistar4teachers.org/ • http://www.rcampus.com/indexrubric.cfm
10/25/2013 48
http://www.rubistar.com/http://ww1.rubistar4teachers.com/http://rubistar4teachers.org/http://www.rcampus.com/indexrubric.cfm
RUBRICSWHICH ONE ARE YOU WHEN IT COMES TO RUBRICS?OR SOMEWHERE IN-BETWEEN?Today’s objectives……A LITTLE HISTORY…….HOW DID RUBRICS DEVELOP?RUBRICATIONFAST FORWARD TO THE 1970’S……To the 1990’s and beyond…….Today………..FORMAL DEFINITIONA POWERFUL TOOLSlide Number 13Slide Number 14BUT………………Slide Number 16THE GOODSlide Number 18Slide Number 19THE BADSlide Number 21THE UGLYSlide Number 23CONSIDER THIS BEFORE YOU START…….Slide Number 25WHY SHOULD I USE ONE?Two classifications are widely accepted: �HOLISTICSlide Number 29Slide Number 30Slide Number 31Slide Number 32ANALYTIC (Developmental)Slide Number 34Slide Number 35Slide Number 36Slide Number 37Slide Number 38WHERE DO I START?Slide Number 40Slide Number 41Let’s start one………..PARTICIPATIONPARTICIPATIONSO WHAT’S IN IT FOR ME?Slide Number 46Slide Number 47Websites