Month, XX YEAR (Arial 10)

An Introduction to Rubrics – Ted Scholz

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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!