1. Using Rubrics Jennifer Ahern-Dodson | Thompson Writing Program Yvonne Belanger | Center for Instructional Technology Jessica Thornton | Provost Office Duke UniversityAssessment Roundtable 23 April 2012

2. Rubrics:What about them? • Background • Getting you Started - Audience Participation • Examples from Across Duke • Take-aways • Question and Answer • Sign-in! • Handouts Available

3. Overview: What exactly are Rubrics? • Word Root: Red Ink • In the mid-90s reframed as a evaluation tool • A scoring tool that lays out specific expectations for an assignment • Divides assignment into its component parts • Can include descriptions of acceptable and unacceptable performance

4. Overview: Why use Rubrics? • Help with Grading • Communicate Expectations to Students • Sharing Best Practices • Program Assessment

5. Overview:Components of Rubrics • Task Description • Dimensions • Scale • Description of Performance at each level and dimension

6. Overview: examples

7. Overview:Thinking outside the Box Rubrics are not necessarily: • Quantitative • Summative • Tied to Grades • Useful only at the assignment level • Comprehensive • Boring checklists

8. Getting you started

9. Naming what Matters • What do you most care about students learning? • How is this communicated to students (mission statement, syllabus, application)? • What skills or experiences do they need to get there?

10. Getting Specific: What would Success Look like? • Name at least one learning goal and describe (or bullet list) what it would look like if students mastered that goal. Concept: “backwards design”

11. Aligning for Learning • What do you want students to be able to do by the end of the project/course?(Learning goals) • How do you give them practice in those goals? (Teaching or Mentoring Strategies) • How do you know that they are learning (in process) and have learned (at end) these goals? (Feedback strategies and evaluation)

12. Examples from across Duke

13. Examples from Duke:Divinity

14. Examples from Duke:foreign Language

15. Examples from Duke:Biotap

16. Examples from Duke: Pratt

17. Take-Aways

18. Take-Aways:How to Get Started • Start Small • Start with one assignment • Keep learning goals at center • Scaffolding

19. Take-Aways:How to Create a Rubric • Abundance of Rubrics on the Internet • Easy to create and make your own • Build consensus in your program or department

20. Resources • AAC&U VALUE Rubrics • Available at assessment.aas.duke.edu • Book: Introduction to Rubrics (Stevens & Levi) • Article: On the “Uses” of Rubrics: Reframing the Great Rubric Debate (Turley & Gallagher)

21. Thank you! Questions? Thoughts? Feedback?

22. Making it yours:How to build it? Get Consensus? • Subject Matter Expert Driven • Interview faculty individually or in small groups • Determine dimensions and descriptions of performance from interviews • This approach may need assistance on the front-end

23. Making it yours:How to build it? Get Consensus? • Ground up Approach • Start with a blank rubric • Ask faculty to score and make notes • Rubric will evolve over time with feedback