Creating Rubrics for Assessment

1. Creating Rubrics for Assessment Flex Workshop Fall 2010 Paul Wickline, SLO Coordinator

2. Overview of Presentation • What is a RUBRIC? • Advantages of a RUBRIC • Types of RUBRICS • Sample RUBRICS • How to Create and Use an Assessment RUBRIC • Resources

3. What is a Rubric? • Set of criteria and a scoring scale that is used to assess and evaluate students’ work. Often rubrics identify levels or ranks with criteria indicated for each level. • Rubrics have been used consistently for many years in disciplines such as English to assess student writing

4. What is a Rubric? (cont.) • A rubric can have as few as two levels of performance (e.g., a checklist) or … • As many as you decide is appropriate. • Can be simple as Pass/No Pass • 3-5 levels of performance works best

5. Using an Assessment Rubric “SEE the goal to ACHIEVE the goal” • Bridge between teacher expectations and assessment • Can be formative or summative • Students and instructors should both use • Rubric can be used to assess a student, course, or a program

6. Using an Assessment Rubric (cont.) • Helps define excellence, particularly with processes or abstract concepts • Provides a common language to discuss complex process • Provides rationale for measuring and evaluating

7. Advantages of Rubrics: Instructor • Objective and consistent • Combats accusations that evaluator does not know what he/she is looking for in learning and development • Clarify criteria in specific terms

8. Advantages of Rubrics: Instructor (cont.) • Vehicle for student feedback • Benchmarks against which to measure and document progress • Can help speed up grading process

9. Advantages of Rubrics: Instructor (cont.) • Encourages collaboration and discussion with colleagues. • Faculty who teach the same sections should develop and use the same rubric to score projects. • While the first few rubrics faculty create may take some time, each successive rubric becomes easier.

10. Advantages of Rubrics: Students • Help define “quality” • Students are aware of criteria by which their work will be evaluated • Students can better judge and revise their own work and assist their peers • Shows how students work will be evaluated and what is expected “SEE the goal to ACHIEVE the goal”

11. Types of Rubrics: Holistic • Teacher scores the overall process or product as a whole, without judging component parts separately • For modeling, present students anchor products or exemplars of products at various levels of development.

12. Types of Rubrics: Holistic (cont.) • Holistic rubrics tend to be used when a quick or gross judgment needs to be made. • Often best for formative assessments (homework assignments) to quickly review student work. • Can be used where it is difficult to evaluate performance on one criterion independently of performance on a different criterion.

15. Types of Rubrics: Analytic • Teacher scores separate, individual parts of the product or performance first then sums the individual scores to obtain a final score. • Consists of two components: • Criteria • Levels of Performance

16. Types of Rubrics: Analytic (cont.) • Generally better to start with a smaller number of levels of performance for a criterion and then expand if necessary. • EXAMPLE: Beginning Emerging Mastery (NO PASS) (PASS)

17. Types of Rubrics: Analytic • For example, in an oral presentation rubric, amount of eye contact might be an important criterion. • Performance on that criterion could be judged along three levels of performance: never,sometimes,always. Beginning Emerging Mastery EYE CONTACT never sometimes always

20. Where to Begin… • Identify a measureable SLO • Decide what meeting the outcome looks like • How do you know the outcome has been met? • What does meeting outcome look like?

21. Where to Begin… (cont.) • Articulate exactly what you are looking for and how you will know it has been met • Look to the course objectives as possible “criterion”

22. Where to Begin… (cont.) • Develop or adapt an existing rubric • Determine its function – formative or summative • Decide if you wish to develop a holistic or analytic rubric

23. Where to Begin… (cont.) • Share it with students prior to the assessment • Assess, Measure, Evaluate • Consider “norming session” with faculty • Use the rubric on an assignment, provide feedback, reflect and continuously improve.

24. Checking Your Rubric • Colleague review • Student review -- is it clear to them? • Align/match standards? • Manageable? • Consider imaginary student performance on the rubric. • Give it a try!

26. RESOURCES http://www.thinkinggear. com/tools/studio.cfm?t_id=1&step=2 http://pareonline.net/getvn.asp?v=7&n=25 http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm http://www.engr.iupui.edu/research/assessment/scoringrubrics.shtml#tips http://www2.gsu.edu/~mstnrhx/457/rubric.htm http://www.park.edu/cetl/quicktips/rubrics.html#Tips%20for%20Rubric%20Development http://www.mnstate.edu/instrtech/SCModules/Rubrics/rubrics/rubrics6.html Suggestions: GOOGLE “rubric,” “slo assessment,”. “assessment rubric,” “analytic rubric,” “writing rubric”…