Exploring Rubrics Through Pizza

1. Exploring Rubrics Through Pizza Kazem Alidoost June 6, 2019 What You need to know: essentials of effective teaching

2. ACTIVITY (5 MINUTES): Which of these pizzas is better?Come to a decision INDIVIDUALLY and explain your reasoning. Write down the top two criteria that you used.

3. ACTIVITY (2-3 MINUTES): Introduce yourself to your group members! • In case you get stuck, here are some suggested discussion topics! • Did you attend the first two workshops in the series? • Yes I did – they were awesome! • No I didn’t – but I wish I had! • How about that Game of Thrones finale?!? • How many licks does it take to get to the center of a Tootsie Pop?

4. ACTIVITY (5 MINUTES): As a GROUP, compare your responses to the previous individual activity. Using the whiteboards, list (i) how many group members chose each pizza and (ii) all of the top two criteria used by your group.

5. Advantages of Using RubricsSOURCES: https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/rubricshttps://www.cmu.edu/teaching/designteach/teach/rubrics.html Rubrics help instructors: • Provide students with feedback that is clear, directed and focused on ways to improve learning. • Demystify assignment expectations so students can focus on the work instead of guessing "what the teacher wants." • Developconsistency in how you evaluate student learning across students and throughout a class. • Reduce time spent on grading; Increase time spent on teaching. • Grade according to an explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment.

6. Advantages of Using RubricsSOURCES: https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/rubricshttps://www.cmu.edu/teaching/designteach/teach/rubrics.html Rubrics help students: • Focus their efforts on completing assignments in line with clearly set expectations. • Understand the specific requirements and acceptable performance standards of an assignment. • Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level. • Monitor and assess their progress as they work toward clearly indicated goals. • Recognize the strengths and weaknesses of their work and direct their efforts accordingly.

7. Analytic RubricsSOURCE: https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/rubrics/Pages/types-of-rubrics.aspx#analytic • “An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the criteria is scored individually. “

8. Example Analytic Rubric

9. Example Analytic RubricSOURCE: https://www.rcampus.com/rubricshowc.cfm?code=N98472&sp=true&

10. Example Analytic RubricSOURCE: https://www.rcampus.com/rubricshowc.cfm?code=N98472&sp=true&

11. ACTIVITY (5 MINUTES): As a GROUP and using the whiteboard, create an analytic rubric for the criterion “Toppings”. Provide (i) the number of performance levels, (ii) the points for each performance level, and (iii) a written description for each performance level.

12. ACTIVITY (5 MINUTES): INDIVIDUALLY create an analytic rubric for the an assessment from your course. Provide (i) the number of criteria, (ii) the weight for each criterion, (iii) the number of performance levels,and (iv) the points for each performance level.

13. ACTIVITY (10 MINUTES): As a GROUP and using the whiteboard, choose one of your group member’s analytic rubrics and provide a written description for each criterion and performance level.

14. Questions?