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Rubrics, Rubrics, & More Rubrics

Rubrics, Rubrics, & More Rubrics. Introduction to Rubrics. Stevens & Levi. 2005. Grading – A Real Story. Grade two papers using the assessment criteria provided. Give each paper a numeric grade. Which paper received a higher grade? Why?. Why use Rubrics?. Provide timely feedback

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Rubrics, Rubrics, & More Rubrics

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  1. Rubrics, Rubrics, & More Rubrics Introduction to Rubrics. Stevens & Levi. 2005

  2. Grading – A Real Story • Grade two papers using the assessment criteria provided. • Give each paper a numeric grade • Which paper received a higher grade? • Why?

  3. Why use Rubrics? • Provide timely feedback • Prepare students to use feedback • Encourage critical thinking • Facilitate communication with students • Level the playing field

  4. Rubric? Huh? I don’t need one of those…. Do i?

  5. Types of Rubrics – Holistic vs Analytical

  6. General vs. Task-Specific • General rubrics contain criteria that are general across tasks. • Advantage: can use the same rubric across different tasks • Disadvantage: feedback may not be specific enough • Task specific rubrics are unique to a specific task. • Advantage: more reliable assessment of performance on the task • Disadvantage: difficult to construct rubrics for all specific tasks

  7. Rubric Components Oral Presentation Rubric Task description Scale Dimensions Description of the Dimensions.

  8. Presents a thorough description of the paper, presentation, lab, film, etc. Situates assignment in the desired learning outcomes of the course Sample Description: Each student will make a 20-minute presentation on the economic, social, and political changes in the Harrisonburg community, choosing a decade upon which to focus. The student may focus the presentation in any way s/he wishes, but there needs to be a stated thesis and inclusion of photographs, maps, graphs, and/or other visual aids. Examples derived from sources cited on last slide. #1 Task Description

  9. #2 Scale • 3 level: excellent, competent, needs work • 4 level: exemplary, proficient, marginal, unacceptable

  10. #3 Dimensions • Presents skills, knowledge, and abilities comprising the assignment • Ascribes percentage points to each dimension

  11. #4 Description of the Dimensions • Offers a description of the highest level of expectation; each level down shows the difference between that level and the ideal • Places emphasis on possibility over failure

  12. Building a Rubric • Reflecting • Listing • Grouping & Labeling • Application

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