using rubrics as assessment instruments · a sample analytic rubric 1 emerging’skill 2...
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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