RUBRICS! RUBRICS! RUBRICS

1 RUBRICS ! RUBRICS ! RUBRICS ! What is a rubric ? RUBRICS are a set of criteria that What's the Purpose of RUBRICS ? specify the characteristics of performance at multiple levels of RUBRICS measure students '. achievement. knowledge, skills, attitudes, and abilities! This provides a priceless Analytic RUBRICS are considered the benefit to faculty, staff, and students ! best for assessment purposes. Provides clear expectations to students on the level of work we Analytic RUBRICS focus on separate are asking of them dimensions, and provide clear Makes it easier for raters to expectations by relevant outcome and provide feedback on strengths and feedback on areas of student strength weaknesses of student artifacts or and weakness. work Starts conversations between program faculty and staff on the learning development of students Components of a rubric These are the levels of achievement that student performance falls into Levels of Achievement 4 - Exemplary 3 - Competent 2 - Developing 1 - Beginning Connects and extends Analyzes knowledge from Begins to connect Begins to identity knowledge from one's one's own study/field/ knowledge from one's knowledge from one's Analysis of own study/field/ discipline discipline to other own study/field/ discipline own study/field/ discipline knowledge to other studies/fields/ studies/fields/ disciplines.

2 To other studies/fields/ as it relates to other disciplines. disciplines. studies/fields/ disciplines. Considers and articulates Considers and selects from Considers and rejects Only one approach or rationale for a logical, alternative solutions, a multiple approaches to solution is considered for consistent plan to solve logical and consistent plan solving the problem the problem described. Solving the problem described, to solve the problem described. Problems and recognizes the described. consequences of the solution. Communicates, organizes, Communicates, organizes, Communicates and Communicates and synthetizes and synthesizes organizes information information from sources Use of information from multiple information from multiple from multiple sources, but but purpose is not clear. evidence sources in a way that sources with a clear purpose is not quite clear. provides evidence, clarity, purpose.

3 And depth. Note: rubric dimension and description of performance are examples modified from AAC&U's VALUE RUBRICS Criteria (align to outcomes) Description of Performance (at each level). Outcomes that must be Details on the performance present in student's work at each achievement level Building a rubric 1. Determine the essential elements, criteria, and outcomes that must be present in student's work. There might be standards from accrediting agencies or associations to consider as well. These are the criteria (rows) of your rubric . 2 Decide the number of levels of achievement you will include on the rubric (columns). 3 Describe in detail what the performance at each achievement level looks like: Start by describing the best work for each criteria Describe an unacceptable level of work for each criteria. Lacking and absent . are appropriate qualifiers for these descriptions of performance.

4 Describe intermediate-level performances Tip: Be consistent - If your description uses quantity, clarity, and details, make sure those descriptors are present in all descriptions for the criteria. 4 Review for double-barrel dimensions (criteria that are measuring multiple outcomes in one row) and split up as needed. Review for gaps does the rubric include all the necessary dimensions? 5 Leave space for additional comments or overall impressions that can add meaningful feedback to students 6 Pilot your rubric and seek feedback from others. Make fine-tune adjustments as needed. 7 Norm your rubric with faculty/staff raters. Don't skip this step! It's important to come to consensus on what work is high and low achieving. Developing RUBRICS Take the following as an example (below) of two rubric versions one designed with assessment in mind ( rubric B). Even though both RUBRICS had a final grade of 70%, rubric B provided feedback on where the student struggled the most (outcomes 1 and 2) while rubric A has to rely on the depth and clarity of instructor feedback for this information.

5 rubric B is designed well for both assessment and grading purposes, and clearly provides students with expectations of performance. rubric B is also easier for faculty to use when assessing student work because there is more breakdown of criteria than in rubric A. rubric A rubric B. rubric : 100 points total rubric : 100 points total 80 points for content 20 points for outcome 1. 10 points for creativity 20 points for outcome 2. 5 points for citation formatting 20 points for outcome 5. 5 points for spelling and grammar 20 points for outcome 6. 10 points for creativity 5 points for citation formatting 5 points for spelling and grammar grade 70% grade 70%. 55/80 points on content 10/20 points on outcome 1. 8/10 points on creativity 10/20 points on outcome 2. 4/5 points on citations 15/20 points on outcome 5. 3/5 points on spelling and grammar 20/20 points on outcome 6. 8/10 points on creativity 4/5 points on citations 3/5 points on spelling and grammar It is easy to provide the student a grade , but time It is easy to provide the student with both a grade for the consuming to find where student learning is weakest project (70%) as well as valuable feedback on where the because the content dimension bundles all outcomes student struggled vs.

6 Did well. together. We now have measures for each learning outcome We do not have measures for each of the learning aligned to the assignment, and can intervene outcomes aligned to the assignment. We do not know appropriately to improve learning . where to improve our teaching strategies. Dimension Exemplary Competent Developing Beginning Dimension Exemplary Competent Developing Beginning Content 80 pts 60 40 20 Outcome 1 20 pts 15 10 5. Creativity 10 pts 8 6 4 Outcome 2 20 pts 15 10 5. Citations 5 pts 4 3 2 Outcome 5 20 pts 15 10 5. Spelling/ Outcome 6 20 pts 15 10 5. 5 pts 4 3 2. Grammar Creativity 10 pts 8 6 4. Citations 5 pts 4 3 2. Spelling/. 5 pts 4 3 2. Grammar The wonder of RUBRICS by Joe Levy wonder-of- RUBRICS -part- one/?utm_source=wonder-of- RUBRICS - rubric 3&utm_medium=in-text Resources Is this a rubric ? By Linda Suskie how/45256239-is-this-a- rubric - rubric Tips and Best Practices How to Create and Use RUBRICS for Create RUBRICS that can be Formative Assessment and Grading by by used for multiple assignments to assess Susan M.

7 Brookhart, growth in outcome development over time and 12001/chapters/What-Are- RUBRICS -and- modify RUBRICS to be Why-Are-They-Important%C2% assignment-specific UW-Stout Creating and Using RUBRICS for Provide students with the Assessment rubric alongside the assignment to promote transparency of expectations ne-distance-education/online-professiona l- development/educational-resources- Integrate RUBRICS into your RUBRICS /creating-and-using- RUBRICS - assignments and ask students to self-evaluate assessment their work when handing in Association of American Colleges &. artifacts Universities (AAC&U) VALUE RUBRICS University of Hawai'i Manoa rubric Bank t/