The development of rubrics as assessment tool to facilitate feedback and enhance learning

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The development of rubrics as assessment tool to
facilitate feedback and enhance learning
Presented by Dr Robert E Gerber Bureau for
Educational Support
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Assessment?
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Topics for discussion

• Why do we assess?
• Thus, what is assessment?
• Where does assessment fit into the
  learning-assessment process?
• What are the assessment tools we can use in the
  learning-assessment process?
• The rubric as assessment tool
• The name rubric
• What is an assessment rubric?
• Rationale for using rubrics
• Application exercise
• Types of rubrics
• In conclusion
• URLs
• Resource List

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Why do we assess?

• To inform others
• To assess intervention and support
• To assess the learning programme
• To analyse how learners are learning
• To discover what the learners are learning and
  whether unexpected outcomes were achieved
• To monitor effectiveness of our teaching strategy
• To determine whether learning has taken place
• To assess prior knowledge
• To assess effectiveness of use of resources
• To evaluate learning progress
• For classroom management and planning

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Thus, what is assessment?

• The process of collecting evidence to make
  decisions about individual learners learning
  progress
• It refers to the process and not the instrument
• The method or procedure will be determined by the
  purpose the information will be used for

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Types/modes of assessment

• FORMATIVE
• Assessment of the learning and teaching process
  to supply information on progress (feedback)
• Information can be used to guide, improve and
  rectify learning and teaching (diagnosis)
• NOT to supply a final mark or grade!

• SUMMATIVE
• Assessment of the final product of the
  learning-teaching venture
• Used when a more formal description is needed of
  what a learner has learnt for official reporting
  and action
• Eg to pass a subject, year or qualification /
  certification / motivation

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Research indicates that different types/modes of
assessment measures different things. They also
make different demands in their construction and
grading.
 
 
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The following principles should be adhered to
duringthe assessment process

• Assessment should be
• ! ongoing
• ! flexible
• ! progressive
• ! criterion-referenced
• ! outcomes-based
• ! based on real world utility-value
• ! job-oriented
• ! supplying improvement information
• ! indicating how performance differs from
  required performance

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The principles of feedback are that feedback
should be

• criterion-referenced
• purpose-oriented
• objective
• set in clear language
• explanatory
• positively inclined
• to the point
• motivational
• indicative of the difference between attained
  level of outcome achievement and the set
  outcomes and
• guidelines for improvement.

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What must assessment improve?

• Attainment of new knowledge and skills
• reflective thinking and
• getting involved in critical
• thinking and discourse.

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Thus, what to assess?

• Knowledge (theoretical/practical occupational
  and general knowledge)
• Training of the mind (conceptual grasp critical
  thinking analytical ability problem solving
  ability)
• Capacity for autonomous learning (maturity and
  independence of thought potential for knowledge
  creation and application)
• Personal development (the educated person
  development in creative, affective and moral
  domains life skills for citizenship/employment)

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The Learning-teaching-assessment-feedback-cycle
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If your assessmentis to be an integral partof
your learners learning then there are certain
choices about assessment planningto be
considered for all the phases of the teaching
process.
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Rowntrees (1977) five questions
Why assess? What to assess? How to assess?
How to interpret? How to respond?
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Remember!
There is a direct connection between what and
how learners learn and how they are
assessed!
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Assessment Methods

• Portfolios
• Reports (General Lab reports)
• Memoranda
• Skills/Competency/Outcome Demonstration
  Technique/Procedure/Application
• Self-Assessment
• Peer-Marking
• Reviews
• Case-Studies
• Contracts

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• Presentations
• Poster Sessions
• Literature Searches
• Research Projects
• Fieldwork
• Cooperative Testing
• Surveys
• Logs and Diaries
• Observation
• Quizzes
• Homework

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What are the assessment tools we can use in the
learning-assessment process?

• Anecdotal notes
• Observation checklist
• Rating scale
• Rubric
• Grid
• SOLO Taxonomy
• Memorandum
• Electronic/scanner sheet
• Report form

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Anecdotal notes

• Records telling you a story / interesting facts
• Written descriptions of students progress kept
  on a day by day basis by a teacher
• The teacher may decide to record only certain
  aspects, eg work in groups, manipulate materials,
  complete a project, etc
• As flexible as the teacher wishes to make them
• Record both successful and unsuccessful attempts
  or behaviour

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Example
Anecdotal records Grade Mathematics
10 Activity Angles and polygons Date  
 
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Observation checklist

• Reasons for observing
• To assess knowledge and skills
• To assess group interactions
• To assess communication skills
• To evaluate the effectiveness of a particular
  aspect
• To provide a basis for support, guidance or
  intervention
• Hints for observing
• Know why you are observing
• Know what you are looking for
• Plan your checklist
• Dont try to observe everything
• Structure
• increases the info you collect
• cut down on time wasted

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Example
Checklist for observing microscope
skills   Students Name  
 
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Example
Data Collection / Notebook Checklist   Name Date

 
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Rating scale

• Same usage as a observation checklist
• Records the degree to which particular knowledge,
  skills or processes are found or
• the quality of the performance

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Example
 
Rating scale for affective aspects   Name Date
or period of observation
 
 
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The name rubric
The term rubric is derived from the Latin term
rubrica that means, "red earth.  It came to
refer to indications written in red ink within
manuscripts of various forms during the middle
ages.  Red markings within liturgical documents
could indicate how a hymn was to be sung or a
religious service was to be conducted.  In legal
documents, text in red often indicated a heading
in a code of law that led to rubric coming to
mean any brief, authoritative rule.
Edward P. Asmus
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WHAT IS AN ASSESSMENT RUBRIC?

• A checklist of characteristics
• - that makes it easier to assess
• - the quality of a learning product.
• A rubric identifies the traits and components
• - that must be present
• - to indicate the extent to which
• - a learning outcome is achieved.
• A rubric is a set of assessment criteria that
  specifies the required characteristics for each
  level of quality.

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WHY USE RUBRICS?

• Promote unanxious expectations
• Make grading criteria known to students
• Drive curriculum and pedagogy
• Reduce teacher subjectivity
• Ensure accountability
• Maintain focus on content and performance
• standards and student work
• Provide opportunities for self-assessment

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Benefits

• The rubric provides those doing the assessment
  with exactly the characteristics for each level
  of performance on which they should base their
  assessment.
• The rubric provides those who have been assessed
  with clear information about how well they
  performed.
• The rubric also provides those who have been
  assessed with a clear indication of what they
  need to accomplish in the future to better their
  performance.

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Do you think your learners will be able to assess
themselves and their parents will be able to
assist them with the info they received?
Homework Assignment Compare A B and supply
relevant conclusions from your comparison. Compar
ison explores similarities and differences
between two or more items. A comparison usually
has three parts

• Choose appropriate characteristics for
  comparison.
• Identifies similarities and differences among
  items, using characteristics.
• Develops conclusions from the comparison.

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What additional info would help your learners to
assess themselves?
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Information about the minimum standards expected
to pass in each of the three parts of the
assignment!
 
 
 
 
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Developmental information to indicate possible
ways to move towards the minimum standard or as
indication to learners where they are and what
they still have to master!
Minimum Standard
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What is a criterion?

• A characteristic or trait to make decisions by
• A standard on which a decision may be based
• A yard stick for measurement
• What you will use to base a decision on

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Make sure that descriptions of the criteria for
each performance level

• describe unique characteristics
• use unbiased language
• define a continuum of quality
• focus on the same criteria
• validly discriminate performance levels
• can be reliably and validly rated

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How do the following criteria compare to the ones
you have written?
 
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In terms of the quality of info provided, how do
they compare?

• Are the descriptions of the criteria more
  informative?
• Are the descriptions of the criteria more
  relevant?
• Do the developmental levels described, progress
  naturally?
• Is the language used clear and concise?
• Do the different level criteria address the same
  issue/aspect?

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You may prefer to use level descriptors rather
than numerical level indicators!
Poor
Fair
On standard
Excellent
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Terms to use in measuring range/scoring
levelsAfter you write your first paragraph of
the highest level, circle the words in that
paragraph that can vary. These words will be the
ones that you will change as you write the less
than top level performances.

• Needs Improvement...Satisfactory...Good...Exemplar
  y
• Beginning...Developing...Accomplished...Exemplary
• Needs work...Good...Excellent
• Novice...Apprentice...Proficient...Distinguished
• Numeric scale ranging from 1 to 5, for example

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Levels of achievement
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Use concept words that convey various degrees of
performance

• Depth...Breadth...Quality...Scope...Extent...
  Complexity...Degrees...Accuracy
• Present to absent
• Complete to incomplete
• Many to some to none
• Major to minor
• Consistent to inconsistent
• Frequency always to generally to sometimes to
  rarely

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Some Rubric Level Descriptors
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Types of rubrics
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Types of rubrics

• Holistic Rubric
• Scoring decision based on
  global look
• Analytic Rubric
• Examines only certain criteria but in detail

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THE COMPONENTS OFA HOLISTIC RUBRIC

• Title
• Different achievement levels needed
• Level descriptor indication
• Level descriptor criteria

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Holistic Rubric Template 1
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Holistic Rubric Template 2
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THE COMPONENTS OFAN ANALYTIC RUBRIC

• Title
• Levels
• Level descriptors (if applicable)
• Categories
• Category descriptors
• Category level descriptor criteria (within
  categories or within category descriptors)

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Analytic Rubric Template 1
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Analytic Rubric Template 2
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FORMAT
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Our distinction grid versus rubric

• GRID a table
• Listing criteria
• Supplying an assessment scale
• With a comment option
• RUBRIC a table
• Indicating different levels of mastery
• Describing the criteria for each level
• Supplying indications for improvement in the
  level mastery descriptions

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DIFFERENCES BETWEENGRIDS AND RUBRICS

• grids use different criteria which are rated
  for competency, while rubrics indicate criteria
  descriptions for a level and the product is
  placed within a level of competence
• grids are more general, while rubrics are
  more specific
• grids indicate the minimal competencies a
  learner should demonstrate, while rubrics
  describe specific criteria and the attainment of
  these criteria by the learner to attain
  different levels of competence
• grids do not supply improvement
  information, while rubrics do via the level
  descriptor criteria indicators
• grids should have a remarks component,
  while it is incorporated in the rubric level
  descriptor criteria

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ASSESSMENT GRID

• A set of assessment criteria
• that specifies the required characteristics of
  quality for a set learning outcome
• where the attainment of each criterion is
  indicated
• at a level of competency on a scale

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SOLO Taxonomy
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Structure of the SOLO Taxonomy
The SOLO Taxonomy is a hierarchy used to describe
the level of skill acquisition when demonstrating
an outcome. It can be organized as follows
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Structure cont
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I Asquith, Protechnida,Vol 18, June 2001, p 76
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I Asquith, Protechnida,Vol 18, June 2001, p 77
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In conclusion
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Some URLs on assessment rubrics

• http//school.discovery.com/schrockguide/assess.ht
  ml
• http//www.cloudnet.com/edrbsass/edsci.htm
• http//users.massed.net/gailly/CollaborationRubri
  c
• http//lrs.ed.uiuc.edu/students/tbarcalow/490asa/A
  SAResources.htm
• http//www.cmsdnet.net/alliance/ritterla/webtv.htm
  
• http//www.odyssey.on.ca/elaine.coxon/rubrics.htm
  
• http//bragg-es.odedodea.edu/devers/rubrics.html
• http//www.grand.k12.ut.us/curric/rubrics.html
• http//www.odyssey.on.ca/elaine.coxon/Reporting/a
  ssessment2.htm
• http//home.iprimus.com.au/renaats/english_OUTCOME
  S.htm
• http//www.arp.sprnet.org/inserv/eval5.htm
• http//jawbone.clarkston.wednet.edu/pages/classweb
  s/rubrics.htm
• http//www.coe.ilstu.edu/phklass/eaf493/rubric.htm
  
• http//www.music.miami.edu/assessment/rubricsDef.h
  tml
• http//perrynet.sparcc.org/webunits/bb/Hero/rubric
  s.html
• http//pegasus.cc.ucf.edu/jmorris/rubric.htm
• http//www.kapaams.k12.hi.us/netshare/cinch/assess
  ment_rubrics.htm

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Resource List
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Thank you for attending!