1 / 28

R elevant, U ser-friendly B enchmarks; R einforcing I nstruction; C ultivating S uccess

This guide explores the use of rubrics in education, providing definitions, benefits, and practical tips for implementation. Learn how to create effective rubrics that align with learning objectives and enhance the assessment process.

tshattuck
Download Presentation

R elevant, U ser-friendly B enchmarks; R einforcing I nstruction; C ultivating S uccess

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Relevant, User-friendly Benchmarks; Reinforcing Instruction; Cultivating Success

  2. Teaching as a Subversive Activity • Have Humanities faculty instruct Math, Math instructors Business,… • Limit teachers to three declarative sentences per class, and 15 interrogatives • Prohibit teachers from asking any questions to which they already know the answers • Require all teachers to take a test prepared by students on what the students know

  3. Today’s Objectives • Getting the lay of the land • Showing you the sights • Leaving you with the tools for flying solo…. sort of

  4. I can’t explain it. It just wasn’t an A paper. ~ pre-rubric educators

  5. Getting the Lay of the Land: Defining The Jargon Rubric • a guide used to score performance assessments in a reliable, fair, and valid manner • generally composed of: • dimensions for judging student performance • a scale for rating performances on each dimension • standards of excellence for specified performance levels (SRI International)

  6. Why Rubrics? • Provide students with expectations about what you will assess • Inform students on the standards they must meet/work towards meeting • Indicate to students where they are in relation to course/program goals • Increase your consistency in ratings or performance, products, or understanding • Gather data to support grades

  7. Jargon Cont’d Authentic Assessment • meaningful, real-life learning experiences • includes: • recording evidence of the learning process • applications in products and performances • integrations of new knowledge • reflecting on one's own progress • interpreting meaning (Herberger College of the Arts, Arizona State University)

  8. Jargon Cont’d • Analytic Rubric:outline or list of major elements that students should include in a finished work • Highly prescriptive • Holistic Rubric:less objective than analytic; levels pre-determined and you assign • Highly subjective • Annotated Holistic Rubric:hybrid of above; defined quality levels plus commentary • Reduces ambiguity, increases efficiency, and allows students to see road to improvement (IMHO)

  9. Validity is Key • Reliability: measures educational objectives as consistently as possible • Relevance: measures educational objectives as directly as possible • Utility: provides formative or summative results effectively - clear implications for evaluation and improvement

  10. If the only tool you have is a hammer, you tend to see every problem as a nail. ~ Abraham Maslow

  11. Add Rubrics to Your Toolkit; Don’t Throw Out Other Tools Rubrics are best used when: • Assignments are multi-faceted; combining lower and higher order skills • Your subjectivity is/could be called into question • Assessing an action or combination of actions rather than a thing

  12. Let’s Not Reinvent the Wheel There are current and authoritative resources that can save you immense amounts of time Ontario College Writing Exemplars • developed by the Heads of Language (HOL) with funding from School/College/Work Initiative program of the Ontario Ministry of Education College Diploma and Certificate Program Standards • from the Ministry of Training, Colleges, and Universities

  13. 2. Showing You the Sights We’re taking the economy tour… Five Questions – That’s It!

  14. Question 1: What dimensions ensure highest quality? Hint:Can include knowledge, skills & abilities/Content specific or life-long goals Consideration: Students may experience difficulty with course specific mixing with life-long goals Most Common Misstep:Learning outcomes don’t match assessment • LO = critical thinking; assessment dimensions = format, mechanics, and citation style

  15. Some Usual Dimensions From high school, students are familiar with categories: • Knowledge and Understanding • Thinking • Communication • Application

  16. Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Big 6 Task Definition Info Seeking Strategies Location and Access Use of information Synthesis Evaluation Some Usual Dimensions Or adopt a learning theory

  17. Question 2 How many levels of achievement/performance to include? Hint:Give yourself some wiggle room Consideration:Letters vs. levels vs. descriptors • A, B, C, D vs. 1, 2, 3, 4 vs. unacceptable, marginal, proficient, exemplary vs. novice, apprentice, proficient, distinguished Most Common Misstep: Using too many levels of achievement

  18. Question 3: What is a clear description at each level? Hint:Try to determine qualitative differences that characterize work or performance. Start with B/acceptable/proficient level Consideration:Comparative language alone fails to highlight unique features, but using unique language may connote different meanings Most Common Misstep:Including value laden terms that showcase judgement, but little guidance

  19. Question 4: What rating scheme/ weighting of dimensions do I use? Hint:Add this in a way that fits with your philosophy and course requirements Consideration:Different assignments may measure the same dimensions in differing degrees. One rubric could serve an entire course. Most Common Misstep:Using a weighted rating in your head, but not communicating it to the students

  20. Question 5: What worked and what didn’t? Hint:Do a trial run with colleague(s) rather than one, entire class Consideration: Do you need more focus on content, format, delivery? Was one dimension weighted too heavily? Etc… Most Common Misstep:Viewing rubric as a permanent panacea

  21. Rubrics Recap • Decide which assignments suit a rubric • Use our 5 questions as a checklist or frame • Get help/feedback/constructive criticism whenever and wherever you can • From colleagues • From students • From the literature

  22. Flying Solo… sort of • Supporting Resources • Will be sent as an email as it is hyperlinked • Helpful Hints • Ontario’s Ministry of Education: Secondary • If you are searching most databases, try scoring rubrics as a subject search rather than relying on a keyword search. You will retrieve more precise and relevant results

  23. Whew!

  24. If you think of any… Peggy French 905.575.1212 ext 3223 peggy.french@mohawkcollege.ca

  25. Research Paper Grading Rubric • For Research Component • Uses: • To set performance expectations by distributing to students when a paper is assigned. • To evaluate the portion of a student’s paper related to research and information use.

  26. Analytic Rubric Example

  27. Email to Follow • Sample rubrics • Reading list • Online pathfinder

  28. Comparative Versus Unique • Almost never – infrequently - frequently - almost always • Infrequently- sometimes - usually - almost always

More Related