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Rubrics for Assessment: Capturing Qualitative Information

Rubrics for Assessment: Capturing Qualitative Information. Presented by Roberta Tipton 2009 VALE Conference January 9, 2009. Rubric Purposes. Provide an assessment, score, or grade for material that is “squishy”, qualitative, or subjective

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Rubrics for Assessment: Capturing Qualitative Information

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  1. Rubrics for Assessment: Capturing Qualitative Information Presented by Roberta Tipton 2009 VALE Conference January 9, 2009

  2. Rubric Purposes • Provide an assessment, score, or grade for material that is “squishy”, qualitative, or subjective • Provide a scorecard students can use to improve their own performance for self-regulated learning.

  3. Self-Regulated Learning "Self-regulation is not a mental ability or an academic performance skill; rather it is the self-directed process by which learners transform their mental abilities into academic skills. Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching" (Zimmerman, 2002, p. 65).

  4. Two Projects for English Composition Classes • Assess research notebook (Patricia Bender) • Provide grade/score for MLA citation style in an annotated bibliography and a final paper (Kevin Catalano)

  5. Project 1: Research Notebook • Document research process • Capture writing ideas as they occur • Reflect on student’s own learning, reading, writing, and research experiences • Rubric

  6. Project 2: MLA Citation Style • Contribute a portion of the final grade for an annotated bibliography and the final paper • Combine requirements for proper MLA style with writing instructor’s preferences • Annotated Bibliography Rubric • Final Paper Rubric

  7. For Further Reading About Self-Regulated Learning: • Zimmerman, Barry J. "Becoming a Self-Regulated Learner: An Overview." Theory Into Practice 41.2 (2002): 64. Academic Search Premier. Web. 5 Jan. 2009 <http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=6834387&site=ehost-live>. About the Class with Patricia Bender: • Tipton, Roberta L., and Patricia Bender. "From Failure to Success: Working with Under-Prepared Transfer Students." Reference Services Review 34.3 (2006): 389-404. Library Literature and Information Science. Web. 5 January 2009 <http://vnweb.hwwilsonweb.com>.

  8. For Further Reading About Statistical Analysis of Ordered Categories: • Goodman, L. A. "Simple Models for the Analysis of Association in Cross-Classifications having Ordered Categories." Journal of the American Statistical Association 74.367 (1979): 537-52. Google Scholar. Web. 2 Jan. 2009 <www.jstor.org>. • Moses, LE, JD Emerson, and H. Hosseini. "Analyzing Data from Ordered Categories." New England Journal of Medicine 311.7 (1984): 442-8. Print. Informative abstract available at: <http://content.nejm.org/cgi/content/abstract/311/7/442>. • Uebersax, John S. "Likert Scales: Dispelling the Confusion." 31 August 2006. Web. 26 Dec. 2008 <http://ourworld.compuserve.com/homepages/jsuebersax/likert.htm>.

  9. Rubrics and Slides On the Conference Site and On my homepage at http://rci.rutgers.edu/~tipton/

  10. Questions?

  11. Thank you very much! Contact me: Roberta Tipton tipton@rutgers.edu

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