strategies for using rubrics as a form of assessment
TRANSCRIPT
STRATEGIES FOR USING RUBRICS AS A FORM OF
ASSESSMENT2013-2014 GTA ACADEMY
APRIL 9, 2014
MICHELLE RODEMS, PH.D.
ASSIGNMENT:
• WITHOUT TALKING TO ANYONE, AND WITHOUT LOOKING AT WHAT
ANYONE ELSE IS DOING, PLEASE DRAW A CAT.
• WHEN YOU HAVE COMPLETED THE ASSIGNMENT, PLEASE LOOK UP.
• NOW, WITHOUT TALKING TO ANYONE, AND WITHOUT LOOKING AT
WHAT ANYONE ELSE IS DOING, PLEASE GRADE THE DRAWING OF THE
CAT YOU HAVE BEEN GIVEN.
• WHEN YOU HAVE COMPLETED GRADING, PLEASE LOOK UP.
Realistic or cartoon? Face or body?By itself or in context? Other criteria?
http://www.flickr.com/photos/aigle_dore/
http://www.flickr.com/photos/ihasb33r/ http://www.flickr.com/photos/danseprofane/
http://www.flickr.com/photos/hkase/
RAT: READINESS ASSESSMENT TEST
1) INDIVIDUALLY – DRAFT LEVELS OF ACHIEVEMENT AND CRITERIA FOR THE
ASSIGNMENT: DRAWING A CAT.
2) GROUP – AS A GROUP, SELECT LEVELS OF ACHIEVEMENT AND CRITERIA FOR
THE ASSIGNMENT: DRAWING A CAT.
3) GROUP – AS A GROUP, BE PREPARED TO DISCUSS WHY YOU SELECTED THE
LEVELS OF ACHIEVEMENT AND CRITERIA THAT YOU DID.
4) PUT YOUR POST-IT ON THE WALL, AND ELECT A MEMBER OF YOUR GROUP TO
TALK ABOUT IT.
RUBRICS
• A “SCORING
GUIDE THAT
MAKES EXPLICIT
EXPECTED
QUALITIES OF
PERFORMANCE
ON A RATING
SCALE” (STEVES,
& LEVI, 2005).
• PROVIDE TIMELY FEEDBACK
• PREPARE STUDENTS TO USE
DETAILED FEEDBACK
• ENCOURAGE CRITICAL
THINKING
• FACILITATE
COMMUNICATION WITH
OTHERS
• HELP REFINE TEACHING
METHODS
• PROMOTES SELF-REGULATED
AND INDEPENDENT
LEARNING
• CAN SAVE TIME
KINDS OF RUBRICS
ANALYTIC
• IDENTIFY AND ASSESS COMPONENTS OF
A FINISHED PRODUCT
• PROVIDES SPECIFIC INFORMATION
ABOUT PERFORMANCE ON MULTIPLE
DIMENSIONS SO THAT PERFORMANCE
CAN BE ASSESSED ACROSS MORE THAN
ONE SCALE
• ALLOWS FOR SEPARATE SCALE
ASSESSMENT
HOLISTIC
• ASSESS STUDENT WORK AS A WHOLE.
• A BROAD, OVERALL, GENERAL
ASSESSMENT OF THE ENTIRETY OF A
PROCESS.
4-LEVEL RUBRIC
Critical Thinking Rubric Assignment Description: The purpose of this assignment is for you to demonstrate your critical thinking abilities when addressing an engineering problem that was encountered in the “real world.”
100-93 (A) 92-81 (B) 80-73 (C) 72-0 (D, F)
Purpose And Questions (10%)
Clearly identifies the purpose including all complexities of relevant questions. 10--- 9.3 Points
Clearly identifies the purpose including some complexities of relevant questions. 9.2---8.1 Points
Identifies the purpose including irrelevant and/or insufficient questions. 8---7.3 Points
Unclear purpose that does not includes questions. 7.2---0 Points
Information (20%)
Accurate, complete information that is supported by relevant evidence. 20--- 18.6 Points
Accurate, mostly complete information that is supported by evidence. 18.4---16.2 Points
Accurate but incomplete information that is not supported by evidence. 16---14.6 Points
Inaccurate, incomplete information that is not supported by evidence. 14.4---0 Points
Assumptions and Point of View (20%)
Complete, fair presentation of all relevant assumptions and points of view. 20--- 18.6 Points
Complete, fair presentation of some relevant assumptions and points of view. 18.4---16.2 Points
Simplistic presentation that ignores relevant assumptions and points of view. 16---14.6 Points
Incomplete presentation that ignores relevant assumptions and points of view. 14.4---0 Points
Implications and Consequences (50%)
Clearly articulates significant, logical implications and consequences based on relevant evidence. 50---46.5 Points
Clearly articulates some implications and consequences based on evidence. 46---40.5 Points
Articulates insignificant or illogical implications and consequences that are not supported by evidence. 40-36.5 Points
Fails to recognize or generates invalid implications and consequences based on irrelevant evidence. 36---0 Points
Descriptive Title
Task Description
Scale Descriptors
Weighted
Dimensions
Dimension Descriptions
CREATING IN STAGES
• REFLECTING: WHAT DO WE WANT, WHY WE CREATED THE ASSIGNMENT, WHAT
HAPPENED THE LAST TIME WE GAVE IT, WHAT ARE OUR EXPECTATIONS?
• LISTING: DETAILS OF THE ASSIGNMENT AND LEARNING OBJECTIVES WE HOPE TO
SEE ACCOMPLISHED.
• GROUPING AND LABELING: ORGANIZE 1 & 2, GROUPING SIMILAR EXPECTATIONS
INTO WHAT WILL LIKELY BECOME RUBRIC DIMENSIONS
• APPLICATIONS: APPLY THE DIMENSIONS FROM STAGE 3 TO FINAL FORM OF
RUBRIC USING TEMPLATE.
• (MICHELLE’S ADDITION: CONSIDER KIND OF RUBRIC, WEIGHT OF CATEGORIES IF
APPLICABLE, POINTS ASSIGNED IF APPLICABLE)
GRADING RUBRICS• BLOOM’S TAXONOMY
• INDIVIDUALIZED, FLEXIBLE FORMATIVE FEEDBACK
• INDICATORS ACROSS ALL PERFORMANCE LEVELS
• CONTINUITY IN THE DIFFERENCE BETWEEN THE CRITERIA (THE DIFFERENCE BETWEEN A 2 AND A 3 PERFORMANCE SHOULD NOT BE MORE THAN THE DIFFERENCE BETWEEN A 3 AND A 4 PERFORMANCE.)
• EDIT THE INDICATORS TO ENSURE THAT THE LEVELS REFLECT VARIANCE IN QUALITY AND NOT A SHIFT IN IMPORTANCE OF THE CRITERIA.
• MAKE CERTAIN THAT THE INDICATORS REFLECT EQUAL STEPS ALONG THE SCALE. THE DIFFERENCE BETWEEN 4 AND 3 SHOULD BE EQUIVALENT TO THE DIFFERENCE BETWEEN 3 - 2 AND 2 - 1. “YES, AND MORE,” “YES,” “YES, BUT,” AND “NO” ARE WAYS FOR THE RUBRIC DEVELOPER TO THINK ABOUT HOW TODESCRIBE PERFORMANCE AT EACH SCALE POINT.
APPLICATION ACTIVITY
• IN YOUR GROUPS, USING:
• DESCRIPTION OF PROJECT
• EXPECTATIONS YOU CREATED
• MICRO-TEACHING DESCRIPTION
• ELEMENTS OF GROUP ASSESSMENT
• DESIGN A RUBRIC TO EVALUATE THE TEAM-BASED LEARNING INSTRUCTIONAL
TECHNOLOGY GROUP PROJECT
• WRITE ON BIG POST IT
• YOU WILL SHARE WITH THE ENTIRE GROUP
JUST A FEW NOTES
• SHARE WITH STUDENTS!!
• USE FOR YOURSELF
• CREATE A META-RUBRIC TO
DETERMINE QUALITY OF YOUR
RUBRICS
RESOURCES
• RUBISTAR: HTTP://RUBISTAR.4TEACHERS.ORG/INDEX.PHP
• EXEMPLARS: HTTP://COURSE1.WINONA.EDU/SHATFIELD/AIR/RUBRICS.HTM
• VALID ASSESSMENT OF LEARNING IN UNDERGRADUATE EDUCATION:
• HTTP://ASSESSMENT.UCONN.EDU/DOCS/HOW_TO_CREATE_RUBRICS.PDF
• DISCIPLINARY AND COMPETENCY RUBRICS:
HTTP://COURSE1.WINONA.EDU/SHATFIELD/AIR/RUBRICS.HTM
• MY DELICIOUS SITE: HTTPS://DELICIOUS.COM/MRODEMS/RUBRICS
• STEVENS, D. D., & LEVI, A. J. (2005). INTRODUCTIONS TO RUBRICS: AN ASSESSMENT
TOOL TO SAVE GRADING TIME, CONVEY EFFECTIVE FEEDBACK AND PROMOTE
STUDENT LEARNING. STERLING, VA: STYLUS.