Transcript L - Heartland Community College

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
– Explicit plans for classification of behaviors or
artifacts into categories along a continuum.
– Use Measurable Criteria, Operationalize
– Two types
 Holistic and Analytic
Rubrics
 Rubrics in an assessment context
validity
understanding
misspecification
over-simplification
up front work
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
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
Rubrics
 Creating a Rubric (View Handouts)
– Operationalize Quality
 ID Outcomes
 ID Levels of Performance
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Beginner, Developing, Accomplished
Unacceptable, Marginal, Acceptable, Good, Outstanding
Novice, Competent, Exemplary
Needs Work, Good, Excellent
Intern, Member of Congress, Senator, President
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
Rubrics
 Creating a Rubric for Your Class
– ID Assignment
– ID Expected Outcomes
– ID Levels of Ability
– ID Expectations for Each Level
– Test and Revise
Rubrics
Level Level Level Level
Assignment
1
2
3
4
SCORE
Outcome 1
Outcome 2
Outcome 3
Outcome 4
SCORE
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.
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/
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