Best Practices In College Teaching: Designing Effective Rubrics

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Best Practices In College Teaching Designing
Effective Rubrics

• Debra Dunlap Runshe
• Instructional Development Specialist
• University Information Technology Services -
  Learning Technologies
• Indiana University Purdue University
  Indianapolis

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Have you ever had a student look at you like this?
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Have you ever felt like this?
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Do you need a rubric?

• If you agree with any of these statements a
  rubric may be for you
• You are getting carpal tunnel syndrome from
  writing the same comments on almost every student
  paper.
• You have graded all your papers and worry that
  the last ones were graded slightly differently
  from the first ones.
• Youve sometimes been disappointed by whole
  assignments because all or most of your class
  turned out to be unaware of academic expectations
  so basic that you neglected to mention them
  (e.g., the need for citations or page numbers).

(Stevens Levi, 2005)
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Webinar Objectives

• By the end of this webinar, you will be able to
• articulate how rubrics can be useful.
• describe characteristics of a rubric.
• distinguish between analytic and holistic
  rubrics.
• design a rubric.

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Where are you now?

• Do you use rubrics to assess student work? If
  so, how?
• What do you already know about rubrics?
• What are some things you want to learn about
  using rubrics to assess student work?

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Definition of a Rubric

• Rubrics are criterion-referenced rules for
  assessing student performance holistically or
  analytically (on different dimensions).
• A scoring tool that lays out the specific
  expectations for an assignment, providing a
  detailed description of what constitutes
  acceptable or unacceptable levels of performance.
  
• (Stevens Levi, 2005)

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Parts of a Rubric

• Task description
• A scale
• Dimensions of the assignment
• Descriptions of performance level

(Stevens Levi, 2005)
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Analytic vs. Holistic Rubrics

• Analytic rubric Common when evaluating
  independent dimensions or components of student
  work.
• Holistic rubric Common when the assessed
  criteria are considered in combination and when
  quality is judged broadly.

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Holistic Rubric
Task Description
Scale Level 1 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 2 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 3 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 4 Dimension 1 description Dimension 2 description Dimension 3 description
Scale Level 5 Dimension 1 description Dimension 2 description Dimension 3 description
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Holistic Rubric
Article Review
A Insightful development and mature style Cogent analysis of or response to the text Uses sophisticated sentences effectively
B Clearly competent Thoughtful analysis of or response to the text Less fluent and complex style than 6, but chooses words accurately, varies sentences effectively
C Satisfactory Adequate analysis of response to the text Usually chooses words of sufficient precision, sentences of reasonable variety
D Unsatisfactory in one or more ways May analyze or respond to text illogically Frequently imprecise word choice and little sentence variety
F Serious weaknesses, of several kinds Simplistic, inappropriate, or incoherent analysis of or response to text Inaccurate word choice, monotonous or fragmented sentence structure
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Analytic Rubric
Task Description
Scale Level 1 Scale Level 2 Scale Level 3 Scale Level 4
Dimension 1
Dimension 2
Dimension 3
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Analytic Rubric
Oral Presentation
Exemplary Competent Developing
Content Full understanding of topic Good Understanding of parts of topic Does not seem to understand topic
Stays on topic Stays on topic 100-95 of the time Stays on topic 94-75- of the time It was hard to tell what the topic was
Preparedness Completely prepared and has obviously rehearsed Somewhat prepared, but it is clear that rehearsal was lacking Does not seem at all prepared to present
Eye contact Establishes eye contact with everyone in the room Sometimes establishes eye contact Does not look at people during the presentation
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Constructing a Rubric

• A rubric is a protocol for grading based on
• critical components
• scoring scale
• So, what is worth grading on (the components)?

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What is worth grading on?

• Comprehensive literature review
• Clarity of rational for chosen research design
  including importance to field
• Understanding of methodology to be used
• Includes and addresses potential limitations and
  implications for practice
• Proper references to texts, other resources

• Organization, conformity to format
• Precision of measurement, quality of data
• Clarity of explanations, expression
• Strength/tightness of arguments
• Grammar and mechanics
• Writing style
• Use of APA Style

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Constructing a Rubric

• Four Important Steps
• Reflection
• Listing of Objectives
• Grouping and Labeling
• Application of Scales

(Stevens Levi, 2005)
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Step 1 Reflection

• Eight questions to consider
• Why did you create assignment?
• Have you given this or similar assignment before?
• How does the assignment relate to the rest of the
  course?
• What skills do students need for successful
  completion?
• What exactly is the task assigned?
• What evidence can students provide to show they
  have successfully completed the assignment?
• What does an exemplary product look like?
• What does the worst example of a product look
  like?

(Stevens Levi, 2005)
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Step 1 Reflection
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Step 2 Listing of Objectives

• What are the specific learning objectives for
  this assignment?
• What is the highest level of performance you
  expect for each learning goal?

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Step 3 Grouping and Labeling
Dimensions of an Academic Research Proposal
Research Question
Literature Review
Methodology
Limitations and Significances
Transitions
Grammar and Style
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Step 4 Application of Scales

• Exemplary, proficient, marginal, unacceptable
• Advanced, intermediate high, intermediate, novice
• Distinguished, proficient, intermediate, novice
• Accomplished, average, developing, beginning
• Outstanding, very good, good, poor,
  unsatisfactory
• A, B, C, D, F
• Satisfactory, unsatisfactory

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Scoring Scale Example

• Elegance of Argument component
• 5 Original and clearly stated thesis,
  persuasive, well-organized, imaginative use of
  source material
• 4 Clearly stated thesis, good use of sources,
  well organized
• 3 Facts straight with reasonable explanation of
  the subject under consideration
• 2 Poorly stated thesis, inadequate survey of
  available sources, poor organization
• 1 No awareness of argument or complexity

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Reliability and Validity

• Reliability - Does it get the same results
  consistently?
• Would two experts from the same discipline score
  student demonstration the same with the rubric?
• Validity Does it measure what it claims to
  measure?
• Would two experts from the same discipline
  consider what the student is asked to demonstrate
  an example of what you want to measure?

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Lets Create a Rubric

• Think about building a rubric for buying a house.
• Identify the components that are critical in
  completing this task.
• Write the descriptive
• levels for the
• components.

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Step 1 Reflection
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Step 2 Listing of Objectives
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Step 3 Grouping and Labeling
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Step 4 Application of Scales
Satisfactory
Unsatisfactory
Developing
Proficient
accomplished
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Advantages of a Clear Rubric

• Provides timely feedback
• Prepares students to use detailed feedback
• Encourages critical thinking
• Facilitates communications with others
• Helps refine teaching methods
• Levels the playing field

(Stevens Levi, 2005)
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Rubrics Help Students to Self-assess

• Provide examples of work corresponding to
  different levels
• Provide coaching on components of quality before
  the whole assignment is undertaken
• Have students use the rubric to assess each
  others practice assignments and develop norms of
  fairness
• Have students use the rubric to assess their own
  work and provide feedback on their self-assessment

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Other Considerations

• Research other rubrics
• Peer evaluation
• Revise, revise, revise

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eTools for Rubric Construction

• RubiStar
• http//rubistar.4teachers.org
• iRubric
• http//www.rcampus.com/indexrubric.cfm

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AACUs VALUE Rubrics
(Retrieved from http//www.aacu.org/value/rubrics/
index_p.cfm?CFID41453385CFTOKEN58615771 August
8, 2012)
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VALUE Rubrics
Learning Outcomes for the development of VALUE
Rubrics

• Intellectual and Practical Skills
• Inquiry and analysis
• Critical thinking
• Creative thinking
• Written communication
• Oral communication
• Reading
• Quantitative literacy
• Information literacy
• Teamwork
• Problem solving

• Personal and Social Responsibility
• Civic knowledge and engagement-local and global
• Intercultural knowledge and competence
• Ethical reasoning
• Foundations and skills for lifelong learning
• Integrative and Applied Learning
• Integrative and applied learning

(Retrieved from http//www.aacu.org/value/aboutthe
rubrics.cfm August 8, 2012)
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Summary

• During this webinar, we
• discussed how rubrics can be useful.
• described characteristics of a rubric.
• distinguished between analytic and holistic
  rubrics.
• designed a rubric.

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Why use rubrics?

• So students look like this

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Thank You for Your Participation!

• Debra Dunlap Runshe, Instructional Development
  Specialist
• University Information Technology Services
  Learning Technologies
• Indiana University-Purdue University Indianapolis
• Information Technology and Communications Complex
  (IT 342H)535 West Michigan Street, Indianapolis,
  IN 46202
• Phone [phone] 
• Email drunshe_at_iupui.edu

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References and Resources

• ALTEC at University of Kansas. RubiStar. Web
  site http//rubistar.4teachers.org
• Carnegie Mellon, Eberly Center for Teaching
  Excellence. Grading and performance rubrics.
  Retrieved June 11, 2010 from http//www.cmu.edu/te
  aching//designteach/teach/rubrics.html
• Kansas State University, Office of Assessment.
  Measures, rubrics, tools for assessing student
  learning outcomes. Web site http//www.k-state.ed
  u/assessment/plans/measures/samples/index.htm
• McGonigal, K. (2006, spring). Getting more
  teaching out of testing and grading."
  Speaking of Teaching, 15, 2. Retrieved June 11,
  2010 from http//ctl.stanford.edu/Tomprof/postings
  /738.html
• Moskal, B. M. (2003). Recommendations for
  developing classroom performance assessments and
  scoring rubrics Electronic version. Practical
  Assessment, Research Evaluation, 8(14).
  Retrieved June 11, 2010 from http//pareonline.net
  /getvn.asp?v8n14
• Moskal, B. M. (2000). Scoring rubrics what, when
  and how? Electronic version. Practical
  Assessment, Research Evaluation, 7(3).
  Retrieved June 11, 2010 from http//PAREonline.net
  /getvn.asp?v7n3

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References and Resources

• Palomba, C.A., Banta, T.W. (1999). Assessment
  essentials Planning, implementing, and improving
  assessment in higher education. San Francisco
  Jossey-Bass.
• Quinlan, A. M. (2006). A complete guide to
  rubrics Assessment made easy for teachers,
  K-college. Lanham, MD Rowman Littlefield.
• Reazon System, Inc. iRubric. Web site
  http//www.rcampus.com/indexrubric.cfm
• rSmart, a Sakai Commercial Affiliate. Resources
  for teaching and learning. Web site
  http//openedpractices.org/resources
• Simkins, M. (1999). Designing great rubrics.
  Technology Learning, 20 (1), 23-24, 28-30.
• Stevens, D. D. Levi, A. J. (2005). Introduction
  to rubrics. Sterling, VA Stylus.
• Suskie, L. (2009). Assessing student learning A
  common sense guide. (2nd ed.). San Francisco
  Jossey-Bass.
• TLT Group. Rubrics. Web site http//www.tltgroup
  .org/resources/Rubrics.htm
• Walvoord, B.E. (2010). Effective grading A tool
  for learning and assessment. San Francisco
  Jossey-Bass.

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Quick Guide to Rubrics

• What are rubrics?
• A rubric is a criterion-referenced scoring tool
  for assessment linked to learning objectives that
  is used to assess a student's performance.
  Rubrics allow for standardized evaluation
  according to specified criteria, making grading
  simpler and more transparent.
• What benefits do rubrics offer, and to whom?
• Rubrics benefit both the instructor and the
  students. They are used both to guide student
  learning and to assess student learning outcomes.
• Creating rubrics
• Steps in creating rubrics include 1) articulate
  the objective(s) of the assignment 2) identify
  criteria to be evaluated 3) determine the levels
  of performance across the criteria 4) describe
  the performance at the various levels for each
  criterion.
• Resources for rubric creation
• AACUs VALUE rubrics from www.aacu.org/value/meta
  rubrics.cfm
• Rubistar http//rubistar.4teachers.org
• iRubric http//www.rcampus.com/indexrubric.cfm

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Rubric Template
(Describe here the task or performance that this
rubric is designed to evaluate.)
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
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Rubric Title (highlight and replace with your
title)
(Description of task or performance - highlight
and replace with your description.)
Score