1 / 12

Month, XX YEAR (Arial 10)

An Introduction to Rubrics – Ted Scholz. Month, XX YEAR (Arial 10). What are We Going To Do Today?. Quickly discuss the benefits of using rubrics Discuss the basic elements to rubrics Discuss the basic processes for developing effective rubrics Begin to create our own rubrics. 2.

zola
Download Presentation

Month, XX YEAR (Arial 10)

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. An Introduction to Rubrics – Ted Scholz Month, XX YEAR (Arial 10)

  2. What are We Going To Do Today? Quickly discuss the benefits of using rubrics Discuss the basic elements to rubrics Discuss the basic processes for developing effective rubrics Begin to create our own rubrics 2

  3. Why Use Rubrics? Provide timely feedback Prepare students to use detailed feedback Encourage critical thinking Facilitate collaboration and communication with others Consistency! Help us refine teaching skills Level the playing field 3

  4. What are the Parts of a Rubric? Task Description: 4

  5. Rubric Components Task Description Cut and pasted from syllabus Reminder to ourselves as we grade Grabs students attention Here comes the grading! Scale Sophisticated, Competent, Partly Competent, Not Yet Competent* Excellent, Competent, Needs Work Accomplished, Average, Developing, Beginning** *NSF Synthesis Engineering Education Coalition, 1997) ** College of Education, 1997 (Huba & Freed, 2000, p 80) 5

  6. Rubric Components (Continued) Dimensions Defines tasks Usually one or two words Adding points prioritizes each task Should not include description of quality “Organization” not “Good Organization” Dimension Descriptions At the very least, should contain the highest level of performance Next level indicates the differences between that level and the ideal. Last level indicates what might have been accomplished but has not 6

  7. Two Types of Rubrics Three to Five Level Rubrics Circle text Check boxes Most time consuming to make Fastest to use Scoring Guide Rubrics Designed to give narrative, specific feedback Easiest to create Most time consuming to grade (particularly with weaker students) 7

  8. Creating Rubrics Stage 1: Reflecting Please complete pgs 2-3 in you packet Stage 2: Listing and Matching Please complete pg 4 in your packet Stage 3: Grouping Pg 4

  9. Creating Rubrics (Continued) Stage 4: Application Begin with your highest level first Scoring guide? You’re finished! Three to five level: Work from the outside in Middle will be most difficult

  10. Scoring Consistent Performance Anchors Detailed, Formative Feedback Three to five level rubrics with boxes Three to five level rubrics with circled text Individualized, Flexible Feedback Scoring guide rubrics Summative Feedback and Grades Quantify dimensions? Danger of fighting over points Before rubrics, it was narrative and a grade Holistic judgments

  11. Variations on the Theme Check your packet for samples Meta-rubrics References I-Rubric (2010) R Campus: open tools for open minds. Accessed on January 26th, 2010. http://www.rcampus.com/indexrubric.cfm Huba, M.E., & Freed, JE. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon Stevens, D.D. & Levi, A.J. (2005) Introduction to Rubrics. Sterling VA: Stylus. http://styluspub.com/resources/introductiontorubrics.aspx

  12. Thank You There is no rubric for evaluating this workshop!

More Related