Cooking Up Rubrics!

1. Cooking Up Rubrics! Sharon Green California State University East Bay Julie Marty-Pearson Bakersfield College & Brandman University

2. Meet the Chefs Julie Marty-Pearson, PsyD • Experience in Assessment role: • WASC Assessment Leadership Academy Alum • At both 2-yr and 4-yr colleges • Working with departments, schools • Faculty Development • Testing • Now as Adjunct faculty at different institutions

3. Meet the Chefs

4. Meet the Chef’s Sharon Green, PhD • 30-year Faculty Member at Cal State East Bay, currently in the classroom • Experience in Assessment role: • Faculty Development: Faculty Learning Communities • Faculty Coordinator of Learning and Assessment

5. One Chef’s Journey

6. What Is A Rubric? • A scoring tool that lays out specific expectations for performance for an assignment, a course, or a process. • Includes: • Task description • Dimensions of the assignment • A scale • Characteristics of each level of performance • Weights, points, or grades associated with each measure (optional)

7. Advantages of Serving Rubrics • Rubrics help students understand your expectations. • Rubrics help clarify vague, fuzzy goals for students. • Rubrics can inspire better student performance. • Rubrics can help students self-monitor and self-improve. • Rubrics improve feedback to students.

8. Advantages of Serving Rubrics • Developing rubrics helps faculty members to precisely define their expectations for student learning. • Rubrics make grading complex products or behaviors faster and easier. • Using rubrics can help reduce arguments with students. • Clear, complete rubrics can be applied reliably by faculty members and others to assess performance. • Evidence from rubrics provide useful feedback for faculty and staff about achievement of learning outcomes.

9. Varieties of Rubrics • Two major types of scoring rubrics: • Holistic rubrics- one global, holistic score for a product or behavior • See example pages 2-4 • Analytic rubrics- separate, holistic scoring of specified characteristics of a product or behavior • See example page 5-6

10. Rubrics, Grading, & Assessment • Faculty members retain control of decisions about: • what is included in rubrics; • how rubrics will be used for grading. • When faculty members use rubrics, the results can be used simultaneously to provide: • feedback to students; • the basis for grades; • evidence for assessment. • To meet multiple objectives: precision and calibration

11. How Do You Want to Use Rubrics? Talk with a partner about ways that you expect to integrate a rubric in to a course that you teach.

12. Cooking Up Rubrics Let’s get cooking!

13. Start with a good recipe!

14. How to Prepare Rubrics • Reflect & Collaborate  Plan • Identify & Collect  Shop • Divide & Define  Chop • Measure & Weight  Prep • Constitute & Combine  Cook • Test & Adjust  Taste • Implement  Serve

15. PLAN: Reflect & Collaborate • Reflect on what your expectations of students are, why you created the assignment, what results you have seen in the past. • When possible, collaborate in reflecting with colleagues (and students) about expectations, assignments, student work.

16. PLAN: Reflection & Collaboration • What assignment(s) will you be assessing with this rubric? • What evidence can students provide in this assignment that would show that they have accomplished what you hoped they would? • What are the highest & lowest expectations that you have for student performance on this assignment? • Do colleagues in your program use comparable assignments? Can you work with them in developing a rubric?

17. PLAN: Reflect & Collaborate Talk with a partner about the assignment that you will be using, the evidence available for assessment, and the opportunities for collaboration.

18. SHOP: Identify & Collect • To inform the development of your rubric, identify and collect foundational documents that inform learning objectives. • CSUEB Mission, Shared Commitments • CSUEB Institutional Learning Outcomes (ILOs) • Department’s Program Learning Outcomes (PLOs) • Course Student Learning Outcomes (SLOs)

19. SHOP: Identify & Collect • Shopping for ingredients: collect fresh and local? • Collect examples of past student work (artifacts). • Identify problems, areas of weakness among students in your course, in your program.

20. SHOP: Identify & Collect • Do I have to start from scratch? • Learn from others: sample existing rubrics • Adapt an existing rubric (LOTS of examples available) • Adopt a ready-to-serve rubric (e.g., VALUE Rubrics)

21. Gourmet Ready-to-Serve: VALUE Rubrics • Intellectual & Practical Skills • Inquiry and analysis • Critical thinking • Written communication • Oral communication • Reading • Quantitative literacy • Information literacy • Teamwork • Problem solving • Personal & Social Responsibility • Civic knowledge and engagement • Intercultural knowledge and competence • Ethical reasoning • Foundations and skills for lifelong learning • Integrative & Applied Learning • Integrative & applied learning

22. SHOP: Identify & Collect Now you have a chance to go shopping! Spend a few minutes browsing through the various rubrics samples we have for you today. Find 2-3 you would like to purchase.

23. CHOP: Divide & Define • Prep work for rubrics: Specifying expected learning outcomes • What knowledge, skills, or attitudes are required to complete the task? • Create a core list of learning objectives for the assignment. • These will become the dimensions/criteria for your rubric.

24. CHOP: Divide & Define • Label and define the criteria/dimensions that you will be using to assess the assignment. • Dimensions can be general labels • Dimensions of lab assignment: • Materials, Procedure, Data collection, Data analysis • Dimensions can be specifically defined • See example of Team Contract rubric

25. CHOP: Divide & Define Create a list of the dimensions/criteria that you will use in your rubric, write them in the rubric worksheet, and review them with a partner.

26. PREP: Weights & Measures • You have the option of weighting different dimensions of your rubric differently. • You can also assign points to each of the dimensions.

27. COOK: Constitute & Combine • Constitute the rating scale. • Create at least three levels, FOUR LEVELS is PREFERRED. • Label each level: • Below Expectations • Needs Improvement • Meets Expectations • Exceeds Expectations

28. COOK: Constitute & Combine • In an analytical, descriptive rubric, fill in the boxes. • Best by referring to samples of student work. • Start at the extremes: Lowest? Highest? • To get specific results, provide specific examples, using learning from course content, assigned reading, examples.

29. COOK: Constitute and Combine Fill in one row of the scale on the rubric worksheet, and review the contents with a partner.

30. TASTE: Test and Adjust • Apply the rubric to a sample of student work. • Ask colleagues and students to apply the rubric to student work. • Clarify language, make adjustments based on feedback.

31. Serving Rubrics in Class • Distribute rubrics with assignments. • Develop rubrics with students. • Have students apply rubrics to examples, use rubrics to self-assess, apply rubrics in giving peer feedback to classmates. • Use rubrics for grading and feedback. • Build rubrics in to the Learning Management System.

32. Serving Rubrics

33. SERVE: Implement your rubric!

34. SERVE: Implement Across Campus! • At different levels of the institution • Faculty Development: workshops, learning communities • Assessment website for easy access • Program level to generate faculty dialogue about Program Learning Outcomes • Orientation for students to Institutional Learning Outcomes