Rubric Roundup for Todays 21st Century Student

1
Rubric Roundup for Todays 21st Century Student

• Dr. Diane J. Fisher
• Dr. Sharon E. Rouse
• Southern Business Education Association
• October 2007

2

• What is a rubric?
• How do you know you need a rubric?
• What are the parts of a rubric?
• Why use a rubric?
• How to construct a rubric?
• How to grade using a rubric?
• What does a rubric looks like?
• How does sharing ideas add to your rubric?

3
Rubric
A rubric is a scoring tool that lays out the
specific expectations for an assignment.

• Goes into a table format
• Identifies desired criteria
• Determines criteria importance
• Assigns criteria achievement
• Describes final outcome

4
How do you know you need a rubric?

• You are getting CTS from writing the same
  comments on almost every student paper.
• Its 3 a.m. The stack of papers on your desk is
  fast approaching the ceiling. Youre already 4
  weeks behind in your grading, and its clear that
  you wont be finishing it tonight either.
• You have graded all your papers and worry that
  the last ones were graded slightly differently
  from the first ones.

5
How do you know you need a rubric?

• 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.
• Students are starting to regard you as an enemy
  out to trick them with incomprehensible
  assignments.
• Youre starting to wonder if theyre right.

6
Parts of a Rubric

• Task Description
• Framed by the teacher
• Involves a performance by the student
• Scale
• Describes how well or poorly any given task has
  been performed
• Choose terms that are clear, positive, and active
• Use at least three scales

7
Parts of a Rubric

• Criteria
• Lays out the parts of the task
• Clarifies how the task is broken into components
  and which components are most important
• Includes the weight of each component
• Does not include any description of quality

8
Parts of a Rubric

• Description of the Criteria
• Example for a three scale rubric
• Describe the most common ways students fail to
  meet the highest level of expectations
• Indicate the difference between that level of
  performance and the ideal
• Place the emphasis on what might have been
  accomplished

9
Why Use Rubrics?

• Provide timely feedback
• Prepare students to use detailed feedback
• Encourage critical thinking
• Facilitate communication with others
• Refine teaching skills
• Level the playing field

10
How to Construct a Rubric

• Four key stages
• Reflecting
• Listing
• Grouping and Labeling
• Applying

11
Reflecting

• Why did you create this assignment?
• Have you given this assignment or a similar
  assignment before?
• How does this assignment relate to the rest of
  what you are teaching?
• What skills will students need to have or develop
  to successfully complete this assignment?
• What exactly is the task assigned?
• What evidence can students provide in this
  assignment that would show they have accomplished
  what you hoped they would accomplish when you
  created the assignment?
• What are the highest expectations you have for
  student performance on this assignment overall?
• What is the worst fulfillment of the assignment
  you can imagine, short of simply not turning it
  in at all?

12
Listing

• Name specific learning objectives that will be
  accomplished
• Add a description of the highest level of
  performance you expect for each learning goal
• Write ideas or performance descriptions on
  Post-its

13
Grouping and Labeling

• Group similar performance expectations together
  and create labels for each group
• Begin with the highest performance expectations
  and group together items that are related
• Find what is common across the group and label
  itorganization or presentation for example

14
Application

• Transfer lists and groupings to a rubric grid
• Transform labels into the criteria of the rubric
  and are placed in the left column
• Transpire other lists that become descriptions of
  the highest level of performance for each criteria

15
Rubric Construction
PowerPoint Project
16
Grading With Rubrics

• The time spent in creating the rubric will be
  rewarded in time saved when using the rubric to
  grade.

17
Grading Scale
18
Designing a Rubric

• Determine the assignment
• Provide tasks
• Add weight criteria
• Describe each criteria level
• Action verb
• Positive
• Compute final score
• Pilot test on actual samples of student work
• Revise and try again

19
Rubric Example

• Task description
• Bake Chocolate Chip Cookies
• Scale
• 4 Excellent
• 3 Good
• 2 Needs Improvement
• 1 Poor

20
Rubric Example

• Criteria
• Number of chocolate chip cookies
• Texture
• Color
• Taste
• Richness (flavor)

21
Rubric Example

• Description of Criteria
• Chocolate Chip Cookie Rubric

22
Share . . .

• Break up into groups of 4 or 5
• Create a rubric for your assigned task
• Use the grid provided to create your rubric
• Share your ideas

23
Resources

• http//edweb.sdsu.edu/webquest/rubrics/weblessons.
  htm
• http//rubistar.4teachers.org/index.php
• http//landmark-project.com/classweb/tools/
• rubric_builder.php3
• http//www.teach-nology.com/web_tools/rubrics
• http//school.discovery.com/schrockguide/assess.ht
  ml
• Stevens, D. D., Levi, A. J. (2005). Introduction
  to rubrics. Sterling, VA Stylus Publishing
• Zeliff, N. D. Schultz, K. A. (2003) Rubric
  presentation at NBEA Annual Convention, Dallas,
  TX

24
Questions
www.usm.edu/technologyeducation/bte/index.htm