USING RUBRICS IN THE CLASSROOM A hands-on approach to creating rubrics
INTRODUCTIONS |
Your department
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What do you plan to gain from this workshop?
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H How much h experience i do d you have h with ith rubrics? b i ?
GOALS FOR TODAY’S WORKSHOP |
Provide a clear definition of rubrics
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Demonstrate how rubrics link with SLOs
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Detail the steps needed to create rubrics
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Illustrate how to present results
BRIEF SUMMARY ABOUT RUBRICS |
Rubrics are criterion-based scoring g scales used to evaluate student performance on assignments such as: y y y y y y y
Essays Research Papers Portfolios Works of art and music Performances Presentations Debates
CYCLE OF ASSESSMENT Institutional & Program/ Department Outcomes
Course Goals/ Intended Outcomes
Means of Assessment & Criteria for Success
Use of Results to Implement Improvements
Summary of Data C ll t d Collected
CYCLE OF ASSESSMENT– WHERE RUBRICS FIT Course Goals/ Intended Outcomes
Institutional & Program/ Department Outcomes
Means of Assessment
Use of Results to Implement Improvements
& Criteria for Success
Summary of Data C ll t d Collected
WHY USE RUBRICS? |
Provide clear feedback to instructor and students y
Defines faculty’s expectations to students
Timely feedback | Efficient evaluation of complex work | When graded, helps ensure grades are based on criteria and not norm-referenced norm referenced (comparing students to one another) | Provide rich source of data | Encourages collaboration & dialogue among colleagues |
RUBRIC DEVELOPMENT PROCESS Determine outcome rubric will measure | What assignment will be used? | Create rubric | Test it out | Train raters | Gather data | Analyze findings | Report results to colleagues and stake holders |
TWO MAJOR TYPES OF RUBRICS |
Holistic y
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Provides one overall score
D t il d (or Detailed ( primary i trait t it analysis) l i ) Provides scores for each specified area being evaluated y Requires that each major aspect (or trait) be considered when evaluating students’ work y Ge Generates e a es sco scores es for o each eac trait a a and overall ove a y Traits can be weighted equally or vary depending upon its importance to the assignment y
CREATING A RUBRIC | |
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What are you assessing? (TASK DESCRIPTION) What characteristics are important to evaluate in this assignment? Label and rank them by importance (TRAITS) importance. How will you define the levels of performance? (LEVELS/SCALES) Wh (LEVELS/SCALES). Whatt intervals i t l would ld you like to define in rating the criteria? y
Describe what each characteristic would look like*: | at its best level | at its worst acceptable level | at an unacceptable level
*Source: CSU, Fresno
SOME EXAMPLES OF PERFORMANCE LEVELS |
3 Levels Excellent-Good-Needs Improvement (Competency) y Proficient-Fair-Unacceptable (Competency) y Numeric N i values l 3 through th h1 y
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4 Levels Exemplary-Good-Fair-Poor (Competency) y Exemplary-Accomplished-Developing-Beginning (Co ete c ) (Competency) y Always-Usually-Seldom-Rarely (Frequency) y Numeric values 4 through 1 y
EXAMPLE OF RUBRIC LAYOUT (DETAILED) T it Traits
Organization
E Excellent ll t
S ti f t Satisfactory
P Poor
(Level 3)
(Level 2)
(Level 1)
(description)
(description)
(description)
(d (description) i i )
(d (description) i i )
(d (description) i i )
(description)
(description)
(description)
(Trait 1) Th Theme (Trait 2) Citations (Trait 3)
EXAMPLE OF RUBRIC LAYOUT (HOLISTIC) Excellent (LEVEL 3) (description)
Writing Assignment
(TRAIT)
Satisfactory (LEVEL 2) (description)
Poor (LEVEL 1) (description)
WHEN THINKING OF THE TRAITS AND LEVELS OF PERFORMANCE…
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Reflect on when y you first came up p with the assignment g What did you want students to learn? y What will you look for to tell you how well they learned? (DESCRIPTION of performance) BLOOM BLOOM’S S TAXONOMY y How many criteria?– Depends y
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How d H do you define d fi the th levelsl l For F each h level l l what h t makes the work excellent, good, fair, poor, etc. y
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How many levels? – Depends.
If this is an assignment done in more than one section, collaborate to answer the above with colleagues. colleagues
OTHER THINGS TO KEEP IN MIND… |
Basis from which traits are determined (research) ( )
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What already exists?
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Is the rubric measuring only one outcome?
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Are the number of traits appropriate?
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Are the descriptions too wordy?
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Are they specific?
RUBRIC RESOURCES |
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Talk with colleagues, g , see what others are using g that may be useful Other sources: Oth http://course1.winona.edu/shatfield/air/rubrics.htm http://sllo.tamu.edu/ (Texas A & M) http://www.csufresno.edu/irap/assessment/rubric.shtml p p (California State University, Fresno)
TRAINING OF RATERS |
Share development process with those who were not initially i i i ll involved i l d y
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Discuss rationale for trait and performance level selections
Pilot the rubric to ensure consistency among raters Provide examples y Refine and pilot again as needed y
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Assess the assignment with the finalized rubric y
Revise and retrain as needed
DISCUSSION AFTER TRAINING |
How consistent were we?
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Why were there discrepancies?
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What to do if discrepancies occur during assessment? y
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Independent third rater
Raters’ concerns should be addressed
IMPLEMENTATION OF RUBRIC, GATHERING OF DATA |
Logistics g y y y y y y y y
When will the assessment occur? Where? Wh will Who ill be b partt off the th assessment? t? Sampling How do we ensure anonymity? y y How will information be gathered (e.g. using a spreadsheet, pen and paper) Who will analyze the results? How will they be analyzed?
PRESENTATION OF FINDINGSOVERALL Average g Score for XYZ 123 Competencies p
2.02 Average of Trait 5 Average of Trait 4
Competenc cies
2.09
Average g of Trait 3 2.12
Average of Trait 2 Average of Trait 1
2.25
2.30
1.85
1.90
1.95
2.00
2.05
2.10
2.15
2.20
2.25
2.30
2.35
PRESENTATION OF FINDINGS BY EACH TRAIT Trait 1 100 0% 100.0% 90.0% 80.0% 70.0% 60.2%
60.0% 50.0% 40.0% 30.0% 20 0% 20.0%
25.9% 13.9%
10.0% 0.0% Unsatisfactory
Satisfactory Score
Excellent
PRACTICE RUN.. |
Read the scenario. 1) What traits will be evaluated (choose 3) 2) Define levels of proficiency (choose 3) 3) Describe levels of performance for each criterion Descriptions D i ti should h ld b be clear l and d appropriate i t ffor class l level and assignment y Be sure they are written in terms of performance behaviors y
USING YOUR RUBRIC, ASSESS THESE SITES: |
http://www.polandspring.com/
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http://www.evian.com/#/en_US/4-Home
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http://store.fijiwater.com/
FOLLOW-UP QUESTIONS |
H How did you select l the h traits i and d levels? l l ?
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How well did the rubric assess the traits?
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Would you change anything?
QUESTIONS?
THANK YOU!
Kimberly Gargiulo Coordinator of Assessment, BMCC
[email protected] 212.220.8331
