Tom Thompson Professor of English, The Citadel Director, Lowcountry Writing Project

1. Using Rubrics Responsibly Tom Thompson Professor of English, The Citadel Director, Lowcountry Writing Project tom.thompson@citadel.edu 843-953-1418

2. Using Rubrics Responsibly • What are rubrics? • Why use rubrics? • Problems with rubrics • Responsible usage

7. What is a rubric? Rubric = measuring stick; a standard against which to compare something Like a measuring stick, a rubric is merely a tool.

8. Fail Pass

9. Fail Pass

10. Fail Pass

11. ? Fail Pass

17. A rubric should… …list the criteria being evaluated …describe a performance at each rating level The rubric should use similar language for each level within a category, so raters compare “apples to apples” when making judgments about that particular feature. Ideally, students should have models of each performance level for each category.

18. Kinds of Rubrics Holistic Analytical Score = reader’s impression of overall quality Score = sum of scores for individual traits Usually Summative: intended only tomeasure the qualityof the performance Often Formative: intended to help identify specificareas to work on Quicker & easier Yields more information

19. Development Organization Language Sentences Errors These factors, taken as a group, yield a single score.

20. Development Organization Language Sentences Errors These factors, taken as a group, yield a single score.

21. Score = 4 + 2 + 4 + 3 + 3 = 16 Score = 4 + 4 + 3 + 1 + 4 = 16

22. Rubric = Checklist • PowerPoint Presentation • Content • All key points addressed ___ of 33 pts • Accurate • Organization ___ of 33 pts • Beginning, Middle, End • Logical progression of ideas • Other ___ of 34 pts • Required # of slides • Required # of sources • Includes animation • Score = ___ of 100 pts Sonnet Scoring Guide Fourteen lines - ___ (20) Iambic pentameter - ___ (20) Rhyme scheme - ___ (20) Coherent stanzas - ___ (20) Final couplet - ___ (20) Total = ___ (100)

23. To be transparent about grades To save time To avoid bias To identify the target Why use rubrics?

25. Text CONTEXT Subject Writer Reader

26. A B C D

27. Read the sample student paper (“Rules of Engagement”) and, using the rubric, score it for each of the five categories.

28. Read the sample student paper (“Rules of Engagement”) and, using the rubric, score it for each of the five categories.

29. Problems with rubrics They create the ILLUSION of objectivity They require readers to set aside their expertise They can’t account for any feature not specifically listed ?

31. Content Development 4 - 3 - 2 - 1 - Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work Uses appropriate, relevant and compelling content to explore ideas within the context of the discipline and shape the whole work Uses appropriate and relevant content to develop and explore ideas through most of the work Uses appropriate and relevant content to develop simple ideas in some parts of the work

32. Content Development 4 - 3 - 2 - 1 - Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work Uses appropriate, relevant and compelling content to explore ideas within the context of the discipline and shape the whole work Uses appropriate and relevant content to develop and explore ideas through most of the work Uses appropriate and relevant content to develop simple ideas in some parts of the work

33. Content Development 4 - 3 - 2 - 1 - Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work Uses appropriate, relevant and compelling content to explore ideas within the context of the discipline and shape the whole work Uses appropriate and relevant content to develop and explore ideas through most of the work Uses appropriate and relevant content to develop simple ideas in some parts of the work

34. Content Development 4 - 3 - 2 - 1 - Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work Uses appropriate, relevant and compelling content to explore ideas within the context of the discipline and shape the whole work Uses appropriate and relevant content to develop and explore ideas through most of the work Uses appropriate and relevant content to develop simple ideas in some parts of the work

36. variety in sentence structure • 6 - demonstrates meaningful variety in sentence structure • 5 - demonstrates variety in sentence structure • 4 - demonstrates some variety in sentence structure • 3 - lacks variety or demonstrates problems in sentence structure • 2 - demonstrates frequent problems in sentence structure • 1 - demonstrates severe flaws in sentence structure • organization, focus, coherence, and progression of ideas • 6 - is well organized and clearly focused • 5 - is well organized and focused • 4 - is generally organized and focused • 3 - is limited in its organization or focus • 2 - is poorly organized and/or focused • 1 - is disorganized or unfocused

37. What features are scored? What features are omitted? 6 Traits Writing (popular for K-12) SAT English Essay (for college admissions) AACU Value Rubric Written Communication Ideas Organization Voice Sentences Conventions Word Choice Development Organization Language Sentences Errors Context & Purpose Content Development Genre / Conventions Sources & Evidence Syntax & Mechanics

38. What features are scored? What features are omitted? 6 Traits Writing (popular for K-12) SAT English Essay (for college admissions) AACU Value Rubric Written Communication Ideas Organization Voice Sentences Conventions Word Choice Development Organization Language Sentences Errors Context & Purpose Content Development Genre / Conventions Sources & Evidence Syntax & Mechanics Each rubric looks “objective,” yet each is different. Each measures writing, but each uses different criteria.

39. Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues. • Describe an ethical dilemma… • Explain & apply the four dilemma paradigms… • Explain & apply the three resolution principles… • Identify the paradigms and principles that most closely fit the dilemma; state the implications of, and objections to, those paradigms and principles; defend against the objections; and explain how values influenced the decision. ?

40. Wit? Irony? Allusions to current news events? Creative approach?

41. To get reliable scores, raters must be trained until they achieve high inter-rater reliability.

42. Principles for Using Rubrics Responsibly

43. Use a rubric that matches your instructional goals. If you start with the assignment… …find or create a rubric that matches it. …create an assignment that will elicit appropriate responses. If you start with the rubric…

44. Remember that rubrics don’t simply measure quality; rather, they define quality.

45. Acknowledge the limitations of rubrics. • One rubric does NOT fit all assignments. • You can score ONLY what’s on the rubric. • Rubrics can’t “catch” unusual features. • Rubrics aren’t objective; the decision to include or exclude any given criterion is subjective. • For mass scorings, readers must be trained.

46. Distribute rubrics to students at the BEGINNINGof the assignment.

47. Keep in mind: A rubric designed for someone else’s purposes might not be of much use in your classroom.

48. So make your own rubrics!

50. YOU decide what traits to score YOU decide the value of each trait YOU create “descriptors” that describe performances at each level