Rubrics as a Pedagogical Tool

CTE Workshop March 31, 2011

Goals
 Define

rubric  Determine its uses  Look at rubric examples  Rubric websites and resources  Practice using a rubric

What is a Rubric?
 Heidi

Goodrich, a rubrics expert, defines a rubric as a scoring tool that lists the criteria for a piece of work or what counts.


Rubistar.org

What is a Rubric?
 Merilee

Griffin, a research coordinator, says a a rubric is a series of choices. We choose the things we think are most important, at least for our particular students, at this point in their lives.


What Is a Rubric? Assessment Update: Progress, Trends, and Practices in Higher Education 21, no. 6 (2009)

HAVE YOU EVER USED A RUBRIC?

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 refine our teaching methods. Rubrics level the playing field (act as translation devices).

Analytic Rubric


Identifies levels of performance for each criterion so the teacher can assess student performance on each criterion
Criteria Number of sources
x1

1
1-4

2
5-9

3
10-12 10-

Historical Accuracy

x3

Lots of historical inaccuracies

Few inaccuracies

No apparent inaccuracies

Organization

x1

Can not tell from which source information came Bibliography contains very little information

Can tell with difficulty where information came from Bibliography contains most relevant information

Can easily tell which sources info was drawn from All relevant information is included

Bibliography

x1

Holistic Rubric


Assigns a level of performance by assessing performance across multiple criteria as a whole.

3 - Excellent Researcher included 10-12 sources 10no apparent historical inaccuracies can easily tell which sources information was drawn from all relevant information is included 2 - Good Researcher included 5-9 sources 5few historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant information 1 - Poor Researcher included 1-4 sources 1lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information

Sample Rubrics
               

3-Level Rubric based on a 5-minute presentation Word doc 53-Level Rubric based on a movie analysis assignment Word doc Class Discussion Rubric Word doc Higher Ed Podcast Rubric Web page iMovie Rubric (for a video project) PDF file Leading a Class Discussion Rubric Word doc Math Problem Rubric Word doc Multimedia Checklist Rubric PDF file Presentation Rubric Word doc Program Rubric on Writing Word doc Science Lab Rubric Word doc Strategic Management Case Rubric Word doc Thinking and Reasoning Skills Rubric Word doc Video Project Rubric Word doc Writing Skills Rubric PDF file Blank Rubrics Word docs
 

Blank 3-Level Rubric 3Blank 4-Level Rubric 4-

Links for additional resources

      

http://styluspub.com/resources/introductiontorubrics.aspx (source: Introduction to Rubrics, Stevens & Levi, 2005) http://rubistar.4teachers.org/index.php http://www.teachhttp://www.teach-nology.com/web_tools/rubrics/ http://school.discoveryeducation.com/schrockguide/assess.html (higher ed podcasts) www.winona.edu/air/rubrics.htm http://rubrics.kon.org/ Center for Teaching Excellence
  

Welcome Tab, click the organization link on the right Scroll to Content Collection on the bottom right Workshop Resources and then Rubrics

AAC&Us Value Rubrics

 http://www.aacu.org/value/index.cfm
  

Publications Download rubrics About the rubrics

Lets use a rubric!

 Take

5 minutes to grade your discussion

post  Discuss your results with your partner  Come together as a group

Think-Pair-Share Think-Pair-

Four Key Stages in Constructing a Rubric

 Stage

1: Reflecting (what we want from students, what our expectations are)  Stage 2: Listing (details of assignment & specific learning objectives)  Stage 3: Grouping and Labeling (group similar expectations together rubric dimensions)  Stage 4: Application (apply dimensions and descriptions to final form)

Part-ByPart-By-Part Development


 

Part I: Task description--put at top of rubric (if descriptionquite long, refer student to full description elsewhere) Part 2: Scale---describes how well or poorly a Scale---describes task has been completed; typically 3 but no more than 5 levels (examples) (examples) Part 3: Dimensions--lay out the parts of the task Dimensionssimply and completely; typically 6 to 7 Part 4: Descriptions of the Dimensions (rubrics that contain only the description of the highest level is called a scoring guide rubric)

Task Description: Each student will make a 5-minute presentation on the changes in one Atlanta community over the past thirty years. The student may focus the presentation in any way he or she wishes. The presentation should include appropriate photographs, maps, graphs, and other visual aids.

Excellent

Competent

Needs Work

Dimension 1

Dimension 2

Dimension 3

Dimension 4

Task Description: Each student will make a 5-minute presentation on the changes in one Atlanta community over the past thirty years. The student may focus the presentation in any way he or she wishes. The presentation should include appropriate photographs, maps, graphs, and other visual aids.

Excellent

Competent

Needs Work

Dimension 1

Dimension 2

Dimension 3

Dimension 4

Sample Labels
      

sophisticated, competent, partly competent, not yet competent exemplary, proficient, marginal, unacceptable advanced, intermediate high, intermediate, novice distinguished, proficient, intermediate, novice accomplished, average, developing, beginning -orornumbers/grades

Task Description: Each student will make a 5-minute presentation on the changes in one Atlanta community over the past thirty years. The student may focus the presentation in any way he or she wishes. The presentation should include appropriate photographs, maps, graphs, and other visual aids.

Excellent

Competent

Needs Work

Dimension 1

Dimension 2

Dimension 3

Dimension 4

Task Description: Each student will make a 5-minute presentation on the changes in one Atlanta community over the past thirty years. The student may focus the presentation in any way he or she wishes. The presentation should include appropriate photographs, maps, graphs, and other visual aids.

Excellent

Competent

Needs Work

Dimension 1

Dimension 2

Dimension 3

Dimension 4