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Rubric Workshop

Rubric Workshop. Los Angeles Valley College Fall 2008. What is a Rubric?. A scoring tool that lays out the specific expectations for an assignment. Why Use Rubrics?. Rubrics help to precisely define faculty expectations. Rubrics provide timely feedback.

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Rubric Workshop

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  1. Rubric Workshop Los Angeles Valley College Fall 2008

  2. What is a Rubric? • A scoring tool that lays out the specific expectations for an assignment

  3. Why Use Rubrics? • Rubrics help to precisely define faculty expectations. • Rubrics provide timely feedback. • Rubrics prepare students to use detailed feedback. • Rubrics encourage critical thinking. • Rubrics facilitate communication with others. • Rubrics help us to refine our teaching skills.

  4. Why Use Rubrics? • Focus instruction on the most important outcomes. • Provide diagnostic formative feedback so students can improve. • Communicate explicit expectations which substantiate the grading process. • Convert the assignment to a valid assessment tool. • Articulate how scoring is determined, enable students to better meet expectations. • Produce more consistent and reliable grading that can be compared over time, between sections and even amongst diverse courses.

  5. Holistic vs. Analytic Rubrics • Holistic – one global, holistic score • Analytic – separate, holistic scoring of specified characteristics • Analytic is generally more useful

  6. Parts of a Rubric • Task Description (Outcome) • Scales (Levels of Performance or Competency) • Dimensions (Primary Traits of Evaluation/Criteria) • Performance Descriptors (Qualifying Statements)

  7. Basic Rubric Task Description

  8. Task Description The task description involves some sort of performance by the student. What do you expect students to do with the knowledge they receive in your class?

  9. Example Task Description 1 Writing Write a multi-paragraph, in-class essay with an introduction, body paragraphs, and conclusion that responds to a reading question.

  10. Example Task Description 2 Photography Create a portfolio of black and white 35 mm photographic prints from original negatives based on course assignments.

  11. Example Task Description 3 Real Estate Prepare a real estate purchase contract representing the buyer in a residential transaction.

  12. Scale The scale describes how well or poorly any given task has been performed. General guidelines: • Scale descriptors should be tactful but clear • Three levels of performance is usually sufficient at least in the beginning • Five levels of performance should be the absolute maximum

  13. Scale Examples • Exemplary, Acceptable, Unacceptable • Proficient, Developing, Emerging • Outstanding, Satisfactory, Unsatisfactory • High, Average, Low • Excellent, Average, Weak

  14. Dimensions • describe the criteria that will be used to evaluate the work that students submit as evidence of their learning. • can also convey the relative importance of each of the criteria. • provide students with information on how their work will be evaluated and the relative importance of the skills they need to demonstrate.

  15. Dimension Descriptors Example Writing • Introduction • Body • Conclusion • Language

  16. Levels of Performance • This area provides a description of what constitutes each level of performance in the rubric. • The performance descriptors offer specific feedback on the dimensions of the task.

  17. Outcome:Students will write a multi-paragraph, in-class essay with an introduction, body paragraphs, and a conclusion in response to a reading question.

  18. Your participation each week in course discussions on the material presented is a graded assignment. Points assigned will be based on the following criteria (20 points possible): Online Discussion Rubric

  19. Math Problem Solving Rubric • Understanding the Problem • 2 Complete understanding of the problem • 1 Part of the problem misunderstood or misinterpreted • 0 Complete misunderstanding of the problem • Planning a Solution • 2 Plan could have led to a correct solution if implemented properly • 1 Partially correct plan based on part of the problem being interpreted correctly • 0 No attempt, or totally inappropriate plan • Getting an Answer • 2 Correct answer and correct label for the answer • 1 Copying error; computational error; partial answer for a problem with multiple • answers • 0 No answer, or wrong answer based on an inappropriate plan

  20. Suggestions for Using Rubrics • Hand out the rubric with the assignment. • Return the rubric with the grading on it. • Have students develop the rubric for a project. • Have students use the rubric for self-assessment or peer assessment.

  21. Resources • Links to examples of rubrics: http://www.calstate.edu/acadaff/sloa/links/rubrics.shtml • Authentic Assessment Toolbox: http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm

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