Participants will evaluate different types of rubrics and what will work best for their program outcomes.Participants will begin developing a rubric for the learning outcome.
Review of Advantages of Rubrics
Advantages of RubricsMakes scoring easier andfasterRubrics can make scoring more accurate, unbiased, and consistentDescribes the criteria that will be used to evaluate student assessment practicesAllows for flexibility in assessment tools across class assignmentsClarifies vague, fuzzy goalsHelp students understand your expectations and to self-improveInspire better student performanceImprove feedback to students and faculty
Evaluating Types of Rubrics
Checklist Rubrics: Simple list indicating the presence of the things you’re looking for in a completed assignmentsRating Scale Rubric: Checklist with a rating scale added to show the degree to which the things you are looking for are present in completed assignmentsDescriptive Rubrics: Replace the check boxes in Rating Scale with brief descriptions of the performances that merit each the ratingHolistic Scoring Guide: Short narrative descriptions of the characteristics of outstanding, acceptable, and unacceptable workStructured Observation Guides: Rubric without a rating scale
In your group: Evaluate the Strengths and Weaknesses of your assigned rubric. Also list how such a rubric could be used to assess learning in your program.
ChecklistRubric a Web Site
Thepurpose of the site is obvious.Thesite’s structure is clear and intuitive.Titlesare meaningful.Eachpage loads quickly.Thetext is easy to read.Graphicsand multimedia helps convey the site’s main points.Thedesign is clear, uncluttered and engaging.Spelling, punctuation, and grammar are correct.Contactinformation for the authors or sponsor is given.Thedate each page was last updated is provided.
RatingScale Rubric for an Oral Presentation
Rating ScaleRubric for an Information Literacy Assignment
Rating ScaleRubric For Evaluating Fellow Group Members
Rating ScaleRubric for Health Education Field Experience Supervisors
DescriptiveRubric: IE Charts
Holistic ScoringGuide For Students in A Ballet Program
A: Active learner – Enthusiastic – Very energetic – Fully engaged in every class – Able to accept corrections – Able to make and synthesize corrections – Able to maintain corrections – Able to self-assess – Shows continuous improvement in major problem areas – Connects movement sequences well – Demonstrates strong dynamic phrasing – Continuously demonstrates correctepaulment– Demonstrates advanced understanding and applies correct alignment, fully extended classical line, full use of rotation, and use of classical terminologyB: Activelearner – Enthusiastic – Energetic– Engagedin every class – Able to accept corrections – Ableto make and synthesize corrections – Able to maintainmost corrections– Able toself-assess–Showsimprovement in major problem areas – Connects movement sequencesrelatively well– Demonstratesadequatedynamic phrasing –Generallydemonstrates correctepaulment– Demonstratesunderstandingandgenerally appliescorrect alignment,classical line,and use of classicalterminologyC:Activelearner but not fully engaged in class –Able to accept most corrections–Not quite ableto make and synthesize corrections –Not yetableto maintain most corrections –Unabletoself-assess– Shows improvement in major problem areas – Connectssome movementsequences–Demonstrateslimiteddynamic phrasing –Working toward correctepaulment–Working onunderstanding andapplying correctalignment, classical line, and use of classicalterminology
Structured Observation Guide for a One-act Play
Look for Models: Do not start from ScratchList the Things You Are Looking For:Effective rubrics generally have 3-8 criteriaUse Clear, Concrete TermsLeave Room for theIneffable items andthe UnexpectedCreate a Rating ScaleCreate at least three levelsLabel each level with names, not just numbersIf you are developing a descriptive rubric, fill intheboxesTry out the Rubric: Make adjustments based onuse
Questions to Ask in Developing Rubrics
Why are we giving students this assignment? What are its key learning goals? What do we want students to learn by completing it?What are the skills we want students to demonstrate in this assignmentWhat are the characteristics of good student work?What specific characteristics do we want to see in completed assignments?
Rubrics within the Assessment Framework
Hope-Filled: Provides the guidance to students to realization of what they are to be in the promised future to come.Shalom-Focused:Promotes justice in grading by attempting to make it more objective.Love-Infused: Rubrics demonstrate love to students byremoving fear on grading process.
Choose one SLO from your program.Describe what rubric is best for the SLO.Develop a rating scale and categoriesIf you have a current rubric, state what learning outcome the rubric assesses.Evaluate the clarity of rubric and categories.
Last AssessmentWorkshop. We will discuss how to use this data to develop plans that lead your program closer to Shalom.