Effective grading rubrics as tools for grading
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Effective Grading: Rubrics as Tools for Grading. Presented by Alix Darden Adapted from a presentation by: Spencer Benson, Director Center for Teaching Excellence University of Maryland. 7 Principles for Good Practice (Chickering & Gamson, 1987). Encourages student-faculty contact

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Effective Grading: Rubrics as Tools for Grading

Presented by Alix Darden

Adapted from a presentation by:

Spencer Benson,

Director Center for Teaching Excellence

University of Maryland


7 Principles for Good Practice(Chickering & Gamson, 1987)

  • Encourages student-faculty contact

  • Encourages cooperation among students

  • Encourages active learning

  • Gives prompt feedback

  • Emphasizes time on task

  • Communicates high expectations

  • Respects diverse talents and ways of learning


Watch the Following Video

  • The video is of a persuasion speech

  • URL = http://www.youtube.com/watch?v=KYtm8uEo5vU

  • Give the Presentation a letter grade


Collection of Scores

  • A

  • B

  • C

  • D

  • F


What are Rubrics

  • Tools for assessment management

    • Helps keep grading consistent

    • Save time

    • Promote student learning

    • Convey feedback

    • Help students understand what is expected

    • Help students understand their grade


Why use a rubric?


Why Use a Rubric?

  • Saves time and effort

  • Refines and improves one’s teaching

  • Allows for increased consistency of grading

  • Provide timely feedback to students

  • Helps prepare students to use feed back

  • Facilitates communication about assignments and criteria (transparency)

  • Enhances student learning and engagement


Examples of Rubrics


What is wrong with this rubric rubric


Collection of Responses

  • “What’s Wrong”

    • Nothing

    • Too few traits

    • Too many traits

    • Too few levels

    • Too many levels


Why is this one better?


The Nature of the Rubric is Essential

  • With the first rubric: A diverse panel of faculty scored samples of student writing. We observed a wide range of differences in scores, e.g. for the same item

  • With the second rubric: A diverse panel of graduate students gave consistent scoring of a large sample of similar student writings


Rubric Help Student Learning

When students know what is expected the work product is often better

  • Better student products = easier grading

    When student understand the grading criteria there are less complaints

  • Less student complaints = more time


Lets Watch the Following Video Again

  • This time use the supplied rubric (handout, white paper) to assign a score 0-100


Rubric for Scoring The Speech

15 X 5 = 25 +10 = 85

TOTAL SCORE = accumulated points X 5 + 10 ________________________


Rubrics allow faster gradingRubrics allow for peer reviewRubrics allow you to look at specific components of student learning


Constructing a Rubric

  • Reflect

    • What do you want from the students, e.g. what is goal of the assignment/assessment?

  • List

    • The specific criteria/objectives

  • Group and Label

    • Group similar objectives

  • Apply

    • Develop the rubric

  • Refine

    • Adjust the rubric


A Three Level Rubric


A Three Level Rubric


A Three Level Rubric


On-Line resourceRubistar

  • RubiStarhttp://rubistar.4teachers.org/index.php


Things to Consider

  • Adapt existing rubrics

  • Use the rubric as a short cut to reduce grading time

    • Check boxes

    • Circle the characteristics

  • Provide the rubric with the assignment

    • Makes grading more transparent

    • Helps students know what is expected

  • Involve students in developing the rubric


Resources

  • The Effects of Instructional Rubrics on Learning to Write

    • http://cie.asu.edu/volume4/number4/

  • Scoring rubrics: what, when and how?

    • Scoring rubrics: what, when and how?. Moskal, Barbara M.

  • Create Your Own Rubrics Online

    • RubiStarhttp://rubistar.4teachers.org/index.php

  • Rubrics Generator (free)

    • http://www.teach-nology.com/web_tools/rubrics/


Reflections

  • How might you use rubrics in your SoTL project?

  • Where in your assessment of student learning would a rubric help you determine what learning is and is not developing in the students?


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