Unleashing the Power of Rubrics in Assessment

1. Unleashing the Power of Rubrics in Assessment Brigham Young university Dan Chandler Cynthia Wong Farris Child

2. Session Outcomes Participants will: Use a rubric to evaluate an advising scenario. Learn basic components of a rubric. See examples of rubrics. Work with a small group to create a rubric. Learn pit-falls and concerns of the rubric-creation process. DD

3. Scenario • What are four of the basic graduation requirements? • Students Must have 120 total credits • Students Must complete Major Requirements • Students Must complete GE Requirements • Students Must have a 2.0 minimum overall GPA DD

4. Outcomes at Play in Scenario The student can articulate the four graduation requirements. The advisor can explain the four graduation requirements. The advisor responds to student’s questions with respect. DD

5. Evaluation Rubric For any answer less than four please explain why you chose the option you did: _____________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________ DD

6. Evaluation Rubric DF

7. Rubrics • Definition: • “A rubric is a scoring tool that lists the criteria…, or ‘what counts’ (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor.” (Andrade, 2014; Emphasis and Underlining Added) FF

8. Two parts of a rubric Criteria Gradation of Quality FD • What is it that you want to evaluate? • Outcomes • Features/Actual Physical Characteristics • Steps in a process • Desired Qualities • What is it that makes this bad, good, or a combination of both? • Good to bad and steps in between • Different components which could be displayed • Combining multiple things into one easily marked response

9. Examples of Rubrics Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc. DD

10. Examples of Rubrics Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc. DD

11. Evaluation Rubric DF

12. Examples of Rubrics Portion of Brigham Young University Advisor Grid, Revised July 2013 FF

13. Examples of Rubrics BYU Life Sciences Student Services FC

14. Some Ideal Times to Use A Rubric Employee Evaluation Training (Shows Criteria) Student Learning Student Satisfaction Program Evaluation Coding Open-Ended Questions into more manageable data-sets CC

15. Steps to creating a rubric Step 1: Determine which criteria (we recommend that you use outcomes wherever possible) you want to evaluate and break them into measureable and observable pieces. CC

16. Steps to creating a rubric Step 2: Depending on your goals, determine which degree of performance matches your objectives: • Inadequate/adequate • Developing/improving/competent/excellent • Number range (Likert scale) • Rarely, sometimes, often, almost always CC

17. Steps to creating a rubric Step 3: Determine the criteria for the extreme descriptors (best and worst examples) on the extreme ends of the degrees of performance. CC

18. Steps to creating a rubric Step 4: Negotiate the criteria for the middle descriptors within the degrees of performance. CF

19. Group Work Create a rubric that could be used to evaluate the following outcomes: Student Learning • Student will be able to identify the math requirement associated with their major. • Student will be able explain the remaining requirements to graduate using their degree audit. • Students will articulate the value of the GE program to their education. Advisor Process/Delivery • Advisor will explain the steps to get off of Academic Probation. • Advisor will use handout explaining the major requirements effectively. • Advisor will be able to identify resources across campus to help meet students’ needs. FD

20. Group Share What was your experience creating a rubric? DD

21. Conclusion Discussion of the outcome changing how you would evaluate using a rubric. Discussion about our presentation prep discussion. Invitation to write down three specific outcomes and/or areas in your practice that a rubric could help you carry-out assessment. Example of our rubric to evaluate our program. D

22. Questions/Comments • Dan Chandler • Dan_Chandler@byu.edu • 801-422-3826 • Cynthia Wong • Cynthia_Wong@byu.edu • 801-422-2723 • Farris Child • Farris_Child@byu.edu • 801-422-3042 • Get a copy of this presentation and handouts at http://ua.byu.edu/uaa

23. References • Andrade, H. G. (2014). "Understanding Rubrics by Heidi Goodrich Andrade." learnweb.harvard.edu. Harvard University. Retrieved Jan 14, 2014 from: http://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm. • Aiken-Wisniewski, S., Campbell, S., Higa, L., Kirk-Kuwaye, M., Nutt, C., Robbins, R., and Vesta, N. (2010). Guide to Assessment in Academic Advising Second Edition. Monograph Series Number 23. National Academic Advising Association. • Aiken-Wisniewski, S. (2013). "Developing a Rubric as One Measurement Tool in the Assessment Process for Academic Advising." Session Guide. Ed. NACADA. Manhattan: NACADA, 2013. 70-73. Print. • Campbell, S. (2014). “Developing a Rubric as One Measurement Tool in the Assessment Process for Academic Advising.” PowerPoint Presentation. NACADA. Manhattan: NACADA, 2014. Retrieved May 1, 2014 from: http://www.nacada.ksu.edu/Portals/0/Events/Winter/AssessmentInst/2014/PP-Rubric-SC.pdf. • Suskie, L. (2009). Assessing Student Learning. San Francisco, CA. John Wiley & Sons, Inc.