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USING RUBRICS TO ASSESS THE PERFORMANCE OF NEW PROFESSIONALS IN STUDENT AFFAIRS

USING RUBRICS TO ASSESS THE PERFORMANCE OF NEW PROFESSIONALS IN STUDENT AFFAIRS. Tony Ribera & Sarah Fernandez A Presentation at the 2009 NASPA Region IV-E Conference, Chicago, IL. AGENDA. State of assessment in student affairs Integrating rubrics into assessment efforts

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USING RUBRICS TO ASSESS THE PERFORMANCE OF NEW PROFESSIONALS IN STUDENT AFFAIRS

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  1. USING RUBRICS TO ASSESS THE PERFORMANCE OF NEW PROFESSIONALS IN STUDENT AFFAIRS Tony Ribera & Sarah Fernandez A Presentation at the 2009 NASPA Region IV-E Conference, Chicago, IL

  2. AGENDA • State of assessment in student affairs • Integrating rubrics into assessment efforts • New professionals in student affairs and using rubrics to assess their learning/performance • Going forward

  3. PARTICIPANTS SHOULD GAIN… • An appreciation for rubrics as a way to communicate expectations and assess performance • An understanding of steps to develop a descriptive rubric in various functional areas of student affairs • Experience creating a descriptive rubric with knowledgeable colleagues from various institutions

  4. ASSESSMENT IN STUDENT AFFAIRS • Who is responsible (ACPA, 2007) • Questioning student learning (Creamer, Winston, & Miller, 2001; Hanson, 1991; King, 2003; Love, 1995) • Systematic inquiry (Pascarella & Whitt, 1999) • Looking toward the future (Torres & Walbert, 2009)

  5. “One can argue there is a large gap between what student affairs practitioners say about the value and importance of research and assessment to their work and the extent to which such activities are actually conducted and used” (Pascarella & Whitt, 1999, p. 103).

  6. WHAT IS A RUBRIC? • Assessment tool often used to grade assignments • Divides a larger assignment into smaller tasks • Describes criteria and sets expectations • Allows for consistent scoring • Provides appropriate feedback (Stevens & Levi, 2005; Suskie, 2009)

  7. TYPES OF RUBRICS (Suskie, 2009) • Checklists • List of goals/outcomes • Rating Scales • List of goals/outcomes plus rating scale • Descriptive Rubrics • Includes description for each level of the rating scale • Holistic Scoring Guides • Narrative description of the ratings possible. Does not include list of goals/outcomes

  8. DESCRIPTIVE RUBRICS (Stevens & Levi, 2005) • Most commonly used in higher education • Made up of 4 parts: • Task Description • Description of overall assignment • Scale • Provides labels for the rating of performance • Dimensions • Goals/outcomes. Skills that should be achieved • Description of Dimensions • Expectations for each dimension at each rating scale

  9. ASSESSMENT AND NEW PROFESSIONALS • “Learning must be at the center of the student affairs profession. We as student affairs professionals require the consistent development of our own learning. Thus, what we learn and how we learn it becomes critical to developing our role as facilitators of the student learning and development process” (ACPA, 2007, p.2).

  10. WHAT DO WE KNOW ABOUT NEW PROFESSIONALS? • Graduate preparation (Waple, 2006) • Competencies and responsibilities (Burkard, Cole, Ott, & Stoflet, 2005) • Values in recruiting and hiring (Kretovics, 2002) • Desire for feedback (Renn & Jessup-Anger, 2008)

  11. CHALLENGES FACING NEW PROFESSIONALS • Graduate preparation (Erwin & Sivo, 2001) • Time/lack of resources (Johnson & Steele, 1984) • Individual interest and motivation

  12. STEPS FOR CREATING A DESCRIPTIVE RUBRIC (Suskie, 2009) • Identify learning outcomes-what do you want them to take away? • List criteria-what do you want them to accomplish? • Focus on most significant skills. These will become your dimensions • Developing rating scale • At minimum levels for adequate and inadequate • Write descriptions • Test it out- make sure the standards and descriptions are appropriate

  13. RUBRIC DEVELOPMENT MODELS (Stevens & Levi, 2005) • Presentation Model • Rubric presented without outside feedback • Feedback Model • Rubric can be changed with feedback after presented • Pass-the-Hat Model & Post-it Model • Both parties work together to develop rubric • 4 X 4 model • Students take full responsibility of development

  14. SMALL GROUP WORK ACTIVITY AND LARGE GROUP DISCUSSION

  15. MOVING FORWARD • Need for more scholar-practitioners (Hossler, 2001; Komives, 1998; Schroeder & Pike, 2001) • Engaging in a scholarship of teaching and learning (Huber & Hutchings, 2005) • Questioning • Gathering and exploring evidence • Trying out and refining new insights • Going public

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