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Using Rubrics

Using Rubrics

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Using Rubrics

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  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