Using Rubrics to Evaluate Assessments

1. Using Rubrics to Evaluate Assessments Kim Anderson Course Evaluation Subcommittee Chair Summer 2009

2. What is a Rubric? A rubric is a continuum of scoring categories and guidelines for teachers to evaluate and to give feedback to individual students AND to evaluate groups of student workto assess for course effectiveness.

3. Uses of a Rubric • Within a class • Clarity of assignment • Defined standards • Contribute to course grade • Outside of the course (Assessment of SLOs) • Faculty agreement of essentials = double duty • Facilitates discussion • Improve course’s effectiveness and student learning

4. Benefits of a RubricInstructor • Objective, clear, consistent evaluation tool • Evaluates students’ work for course grade • Use with a variety of assignments AND • Evaluates grouped student work enablingteachers to gather data to evaluate the effectiveness of a course within a program and thus improve student learning (SLO assessment)

5. Benefits of a RubricStudents • Roadmap for excellence on assignments • Reveals “what counts”, “what is important” • Clear sense of what is to be achieved • Understand the grades that are earned • Standards of the profession/discipline

6. Essentials of a Good Rubric • Criteria must align with the SLO by identify the various characteristics of the outcome. • Scoring categories specify various levels of achievement in each characteristic. • Assessment task should mirror real-life challenges as appropriate. • Two independent raters will arrive at a similar score for a given response based on the scoring rubric.

7. Components of a Rubric • Assignment = task components of a product or performance/clear definitions of each characteristic to be assessed • Evaluation = criteria standards or competencies • Levels of Achievement = scale of success by letter grades, numbers, or narrative • Documentation

8. Assignment = task • Performance • Speech • Dance/Act • Play an instrument/Sing • Skill activity • Lab procedure • Product • Essay • Portfolio • Final project • Shop product • Document/Map

9. Evaluation = criteria • Elements of the assignment • Evaluation criteria & standards • Demonstration of requirements • Evidence of specific progress • Feedback on competencies • Miss, meet or exceed standards

10. Achievement = scale • Letter Grade A, B, C, D, F • Numbers 1-3 (simple) ; 1-4; 1-5 (detailed) • Narrative “beginning, developing, competent, exemplary”; many versions

11. Documentation = samples • Product • Performance • Letter grade • Number scale • Narrative explanations

12. “Product” ExcerptExcel Spreadsheet Final Project

13. “Performance” SampleGolf Bunker Shot

14. “Grade” SamplePolitical Science Essay • A = The A-range essay implies a strong argument and provides convincing specific support from the various readings. The writer demonstrates mature command of language through a variety of sentence structures, word choices, quotes or paraphrases from the readings (consistently cited correctly). Control of usage and mechanics, despite occasional flaws, contributes to the writer’s ability to communicate the purpose of the paper. The writer thoroughly understands the concepts/theories involved and through the essay can convince others of his/her viewpoints or helps make the reader aware of something completely new or original. These are powerful due to organization and creativity. • B = The B-range essay shows effort and promise for the writer. It presents a thesis (argument) and often suggests a plan of development that is carried out effectively. Mastery of the readings/theories may not be fully indicated with the use of quotes or paraphrases, but the writer provides enough supporting details, makes competent use of language, and sometimes varies sentence structure. Occasional errors in usage and mechanics do not interfere with the writer’s ability to communicate the purpose of the paper. • C= The C-range essay presents a thesis (argument) and often suggests a plan of development which is generally c arrived out. The writer may or may not have completed all of the required readings and utilizes generalizations or list for support. Command of the theories under consideration is weak or shaky. Sentence structure tends to be repetitious, and errors in usage and mechanics sometimes interfere with the writer’s ability to communicate the purpose of the paper. • D = The D-range may present a thesis (argument); however, the plan of development is usually not carried out. This indicates the writer may have spent little time with the readings or thinking about the concepts involved. The writer provides support that tends to be sketchy and/or illogical. Sentence structure is simplistic, repetitious and occasionally awkward. Language is often inappropriate in tone or style. Errors in usage and mechanics are frequent. • F = This paper presents a thesis that is vaguely worded, weakly asserted or there is no central argument present. Support, if any, tends to be rambling and superficial. Sentence structure is difficult to follow and errors in usage and mechanics interfere with the writer’s ability to communicate the purpose of the paper.

15. “Numeric” SamplePhilosophy - Critical Thinking

16. “Narrative”ExcerptEnglish 1/ESL 1 Final Essay Examination Sampling of Narrative Criteria A. Respond to the writing task. The paper must respond to the specific topic and the reading and must show understanding of the reading. A paper simply restating the content of the reading is not an adequate response. The paper must be at least 400 words long. B. Treat the reading fairly. The paper must avoid plagiarism by attributing the words and ideas of others to their source. Borrowed words and combinations of words must be set off by quotation marks. The paper must not misinterpret or misquote others’ words. C. Maintain a consistent style and sense of audience. The paper must not have abrupt or confusing shifts in person, voice or tense. E. Be organized logically and coherently. The paper must be organized according to a discernible plan, with the main points supporting the thesis. The reader must be able to follow the plan with ease. I. Adhere to the conventions of Standard English. The paper should have no more than minimal errors in spelling, punctuation, capitalization, apostrophe, and case, and should use standard forms of verbs, adjectives, and adverbs.

17. RecapWhy a Rubric? • Can be used for evaluation bothwithin a class and for assessment of SLOs ✓Assists instructors to precisely define course expectations across all sections ✓Provides faculty with a tool that can be used to evaluate student work and ultimately to gather data to evaluate the effectiveness of student learning • Assists students with what is needed to be successful in a course • Can be used for a product or performance • Has flexibility with its design