Using Rubrics as Assessment InstrumentsCincinnati State Common Time

December 3, 2018

Why use rubrics?

• To communicate expectations clearly to students

• To provide structure for discussion of performance

• To examine how well students have met learning outcomes, rather than performance compared to peers

• To track performance against benchmarks

Starting from Learning Outcomes

Goal

Competency

Learning Outcome

Starting from Learning Outcomes

Goal: Birthday Observation

Competency: Spouse will be able to appropriately observe a birthday

Learning Outcome: Spouse will produce* a classic birthday breakfast-in-bed

*Bloom’s synthesis-level verb

A Brief Digression on Verbs

Student Learning Outcomes

Students should be able to <action verb> <something>.

A Brief Digression on Verbs

In order to be assessable the verb should point to a Performance Level in Bloom’s Taxonomy

Knowledge: define, identify, list, name, quote. . .

Comprehension: compare, discuss explain, predict. . .

Application: calculate, demonstrate, operate, solve. . .

Analysis: analyze, classify, diagram, summarize. . .

Synthesis: compose, construct, formulate. . . produce*.. .

Evaluation: appraise, determine, evaluate, recommend. . .

Starting from Learning Outcomes

Learning Outcome

PerformanceIndicator

#1

PerformanceIndicator

#2

PerformanceIndicator

#3

Starting from Learning Outcomes

Learning Outcome: Spouse will produce a classic birthday breakfast-in-bed

Cooking Presentation Comportment

Rubric Types

Holistic

Evaluates all performance indicators simultaneously to createa single score or grade

Analytic

Evaluates each performance indicator

(dimension) individually to create

separate scores for each performance indicators

A Sample Holistic RubricLearning Outcome: Spouse will serve a classic birthday breakfast-in-bed

Cooking Presentation Comportment

Score Point

Description

1Emerging Skills

An attempt at preparation of hot food is present but contains major flaws affecting edibility of some items;; Presentation is messy, disturbing, or missing key usability features such as napkin or utensils;; Comportment is deficient including sullen, harried or resentful behaviors.

2Developing Skills

Edible food has been cooked, but contains minor flaws affecting enjoyment, such as over/under-­cooking or sub-­optimal temperature at time of serving. Presentation resembles competent home-­cooking and includes all necessary utensils and condiments, but lacks sense of artistry or special care. Comportment of server is pleasant but shows some signs of discomfort, distress, or discontent.

3Proficient in Skills

All food is properly prepared, edible, and enjoyable. Breakfast is recognizable as fully competent home-­cooking, but would not be mistaken for professional cooking. Presentation contains evidence that care has been taken to look better than “everyday” breakfast. Server might have anticipated needs or desires beyond basic utensils and condiments. Comportment is cheerful with no signs of distress or resentment.

4Mastery of Skills

Food is flawlessly prepared and indistinguishable from what one might expect in a fine restaurant. Presentation exhibits artistry and flair, might be beautiful enough to present slight sadness at the thought of disturbing the service. Server appears fully committed to both parties’ enjoyment of the experience, might appear to be taking more pleasure in the experience than the recipient.

A Sample Analytic Rubric1

Emerging Skill2

Developing Skill3

Proficient in Skill4

Mastery of SkillScore

Cooking(dimension)

An attempt at preparation of hot food is present but contains major flaws affecting edibility of some items

Edible food has been cooked, contains minor flaws affecting enjoyment, such as over/under-­cooking or sub-­optimal temperature at time of serving.

All food is properly prepared, edible, and enjoyable. Breakfast is recognizable as fully competent home-­cooking, but would not be mistaken for professional cooking.

Food is flawlessly prepared and indistinguishable from what one might expect in a fine restaurant.

Presentation(dimension)

Presentation is messy, disturbing, or missing key usability features such as napkin or utensils

Presentation resembles competent home-­cooking and includes all necessary utensils and condiments, but lacks sense of artistry or special care.

Presentation contains evidence that care has been taken to look better than “everyday” breakfast. Server might have anticipated needs or desires beyond basic utensils and condiments.

Presentation exhibits artistry and flair, might be beautiful enough to present slight sadness at the thought of disturbing the service.

Comportment(dimension)

Comportment of server is deficient, including sullen, harried or resentful behaviors.

Comportment of server is pleasant but shows some signs of discomfort, distress, or discontent.

Comportment is cheerful with no signs of distress or resentment.

Server appears fully committed to both parties’ enjoyment of the experience, might appear to be taking more pleasure in the experience than the recipient.

Total Score

Classic Breakfast-in-Bed Rubric (domain)

Advantages and DisadvantagesHolistic

+ Fast scoring

+ Easier to achieve inter-rater reliability

+ Summative

‾ Does not provide granular feedback on where improvement

is needed

‾ Formative

Advantages and DisadvantagesAnalytic

+ Diagnostic

+ Easy connection to assignment instructions

+ Granular feedback

+ Formative

‾ Slow scoring

‾ More difficult to achieve inter-rater

reliability

Other Types of Rubrics

Interactive ChecklistYes No

CookingWas all food edible?Was all food served at an acceptable temperature?PresentationWas food presented attractively?Were all necessary utensils present?ComportmentWas the server congenial and relaxed?Was breakfast-­in-­bed a pleasant experience?

Other Types of Rubrics

Rating Scale

Classic Breakfast in Bed1

BelowExpectations

2Meets

Expectations

3Exceeds

ExpectationsComments

Food preparationPresentation

Server Comportment