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Working with Rubrics. (Modified from Los Angeles City College Assessment Team) Los Angeles Southwest College SLO Committee October 30, 2012. Learning Outcomes are:. clearly stated expectations for student learning: How students demonstrate what they have learned. Learning Outcomes are NOT.
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Working with Rubrics (Modified from Los Angeles City College Assessment Team) Los Angeles Southwest College SLO Committee October 30, 2012
Learning Outcomes are: • clearly stated expectations for student learning: How students demonstrate what they have learned
Learning Outcomes are NOT • Test scores • Grade distributions • Graduation percentages • Objectives
Rubric • A scoring tool that lays out the specific expectations for an assignment Information in this presentation is adapted from Introduction to Rubrics by Dannelle D. Stevens and Antonia J. Levi, 2005.
Why use rubrics? • 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. • Rubrics level the playing field.
Parts of a rubric • Student Learning Outcome • Performance or Competency Levels • Evaluation Criteria • Performance Descriptors
Basic Rubric Student Learning Outcome
Learning Outcome The outcome description involves some sort of performance by the student. What do you expect students to do with the knowledge they receive in your class? In other words, this description is your SLO.
Example Learning Outcome 1 • Writing--High Intermediate Level (ESL 5A) • Write a multi-paragraph, in-class essay with an introduction, body paragraphs, and conclusion that responds to a reading question.
Example Learning Outcome 2 • Photography 10 Create a portfolio of black and white 35 mm photographic prints from original negatives based on course assignments.
Example Learning Outcome 3 • Real Estate 1 Prepare a real estate purchase contract representing the buyer in a residential transaction.
Performance Level Performance levels describe how well or poorly any given task has been performed. General guidelines: • Levels 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
Performance Level Examples • Exemplary, Acceptable, Unacceptable • Proficient, Developing, Emerging • Outstanding, Satisfactory, Unsatisfactory • High, Average, Low • Excellent, Average, Weak
Evaluation or Performance Criteria • 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.
EVALUATION CRITERIA Example 1 • ESL 5A • Introduction • Body • Conclusion • Language
EVALUATION CRITERIA Example 2 • Photography 10 • All photographic work, including negatives and prints, must be current work produced by the individual student for the course. The negatives should demonstrate proficiency with camera operations including focus and exposure, and the film should be properly developed with correct darkroom procedures. The prints should demonstrate printing proficiency, including proper exposure, contrast control and cleanliness. The photofinishing should demonstrate precision.
EVALUATION CRITERIA Example 3 • Real Estate 1 • Contract must be complete with no blank areas that would nullify it as a legal document. All initials and signatures, dates, property descriptions, price in words and numbers, financing, etc. are to be in pen.
PERFORMANCE DESCRIPTORS • 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.
Outcome:Students will write a multi-paragraph, in-class essay with an introduction, body paragraphs, and a conclusion in response to a reading question.
Outcome: Students will demonstrate their reading comprehension by accurately summarizing a reading passage within a two hour period in class without using a dictionary or other support materials.
RESOURCES Association for the Assessment of Learning in Higher Education (AALHE) http://course1.winona.edu/shatfield/air/rubrics.htm(good examples) http://rubistar.4teachers.org/ (create your own rubric) http://www.rcampus.com/rubricshellc.cfm?mode=gallery&sms=build (Rcampus—build your own rubric)
