1 / 13

Grading Rubrics

Grading Rubrics. Heartland Community College IDC. Rubrics. Purpose of Workshop Define Rubrics and Identify their general Strengths and Weaknesses Identify the value of Rubrics for faculty Create a Rubric for your Assignment Reflect upon the usefulness of Rubrics. Rubrics. Definition

saoirse
Download Presentation

Grading Rubrics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Grading Rubrics Heartland Community College IDC

  2. Rubrics • Purpose of Workshop • Define Rubrics and Identify their general Strengths and Weaknesses • Identify the value of Rubrics for faculty • Create a Rubric for your Assignment • Reflect upon the usefulness of Rubrics

  3. Rubrics • Definition • Explicit plans for classification of behaviors or artifacts into categories along a continuum. • Use Measurable Criteria, Operationalize • Two types • Holistic and Analytic

  4. Rubrics • Rubrics in an assessment context validity understanding misspecification over-simplification up front work

  5. Rubrics • Rubrics in Program Assessment • ID program strengths and weaknesses • Way to aggregate assignments, artifacts • Staff Development • Support Assertions, Credibility • Can be both formative and summative • Way to “force” dept./division dialogue • Tool not an answer

  6. Rubrics • Value of Rubrics for faculty • Intentional and Explicit • Go over examples, samples of good work • Separate from grade if desired • Interactive, empowering for students • Feedback is guided, may save time • Allows for multiple forms of interactions in classroom

  7. Rubrics • Creating a Rubric (View Handouts) • Operationalize Quality • ID Outcomes • ID Levels of Performance • Beginner, Developing, Accomplished • Unacceptable, Marginal, Acceptable, Good, Outstanding • Novice, Competent, Exemplary • Needs Work, Good, Excellent • Intern, Member of Congress, Senator, President

  8. Rubrics • Creating a Rubric • Additional Considerations • Define behaviors/products at each level • Start with best and worst • Levels should be clear, simple, valid • Use existing artifacts as a guide • Practice • Be Iterative and Flexible • Revise

  9. Rubrics • Creating a Rubric for Your Class • ID Assignment • ID Expected Outcomes • ID Levels of Ability • ID Expectations for Each Level • Test and Revise

  10. Rubrics

  11. Rubrics • Sum Up • Holistic or Analytic • Intentional and Interactive • Subject to Misuse and Misinterpretation • Can be a time saver • Can foster wide ranging conversations about learning outcomes.

  12. Rubrics • Some Rubric Resources • http://www.uc.edu/gened/ExemplarRubrics/Entry.htm • http://www.bridgew.edu/AssessmentGuidebook/examples.cfm • http://www.pz.harvard.edu/Research/RubricSelf.htm • http://www2.sjsu.edu/ugs/assessment/as-tools.htm • http://www.coloradocollege.edu/library/ACMassign/thinking.html • http://web.njit.edu/~ronkowit/teaching/rubrics/

  13. Rubrics • Rubric Generators On-line • http://www.teach-nology.com/web_tools/rubrics/ • http://rubistar.4teachers.org/index.php • http://its.monmouth.edu/FacultyResourceCenter/Rubrics/A%20Rubric%20for%20Rubrics.htm

More Related