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Exploring Rubric Design

Overview of rubric design and usage in education -- JoAnn Gonzalez-Major, Dartmouth College

JoAnn Gonzalez-Major

on 2 October 2012

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Transcript of Exploring Rubric Design

Do you agree..... If students have a clear understanding of the course objectives and expectations, their potential for success might be greater? If instructors had a tool for communicating specific and immediate feedback, effectively and efficiently, there would be a greater probability for it? If students are to become self-reliant, self-directed, self-assessing learners they must have opportunities to practice self-reliance, self-assessment and self-direction? If you answer yes to any of the questions, then you may want to consider designing a rubric to assess student assignments. This tutorial will step you through the design, implementation, and maintenance of holistic and analytic rubrics. Improve student performance as well as monitor it, by making instructor expectations clear and by showing students how to meet these expectations. Help students become more thoughtful judges of the quality of their own ans others work. Provide students with more informative feedback about their strengths ans areas in need of improvement. Provides instructors with the ability to summatively evaluate learners performances with a higher degree of consistency. Instructor scores the overall process or product a student develops as a whole, without judging the componet parts separately. Instructor scores separate, individual parts of the product or performance first, then sums the individual scores. Holistic rubrics are often used when errors in some part of the process can be tolerated provided the overall quality is high. Analytic rubrics provide a more fine-grained look at student performance, but they take more time to develop and norm. Common Features focus on measuring a stated objective (performance, behavior or quality)
use a range to rate performance
contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met Focus of the score reported is on the overall quality, proficiency, or understanding of the specific content -- assessment on a one-dimensional level. Should be used when fairly focused type of response is required; that is, for performance tasks in which there may be one or two acceptable responses ans creativity is not an essential feature of the students' responses. Review outcomes and make certain that what students are asked is congruent with the outcomes.
Brainstorm a variety of ways students will be able to demonstrate their mastery of the outcomes.
Take into consideration the opportunities that web 2.0/3.0 technology brings to student assessment Consult the professional literature to identify rubrics that have been refined using professional standards and empirical research.
If possible, adapt an existing rubric to match your assessment activity/course. First steps in designing the supporting rubric are to:
Match the course/unit objectives to the portion of the assignment that addresses the objective
Clearly state the purpose and objectives of the assignment
Develop scoring criteria that address each objective
Determine if all objectives are measured through the scoring criteria, and if any of the scoring criteria is unrelated to the objectives. Once you have decided on the "content" of the demonstration, list the criteria for what you think counts for quality work Break criteria into distinct categories:
describe what constitutes a "quality" effort in each category
then describe what constitutes an "OK" effort in each category
next, describe what constitutes a "below average" effort in each category
and finally, describe what constitutes a "failing effort" in each category Scale usually ranges from 2-5 points - use even number range if possible, so there is no true median number Check for clear and concise language that will not be misinterpreted or misunderstood.
Avoid unnecessary negative language. We all respond better to being told what is working and how we can improve than we do to what is wrong. Weight items: evidence of critical thinking, development of ideas, etc. to assure that the appropriate items are receiving the correct emphasis For example A completed rubric may look like... At the end of each term Next Avoid Exploring Rubric Design
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