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Rubrics, Rubrics, & More Rubrics. Introduction to Rubrics. Stevens & Levi. 2005. Grading – A Real Story. Grade two papers using the assessment criteria provided. Give each paper a numeric grade. Which paper received a higher grade? Why?. Why use Rubrics?. Provide timely feedback

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rubrics rubrics more rubrics

Rubrics, Rubrics, & More Rubrics

Introduction to Rubrics. Stevens & Levi. 2005

grading a real story
Grading – A Real Story
  • Grade two papers using the assessment criteria provided.
  • Give each paper a numeric grade
  • Which paper received a higher grade?
  • Why?
why use rubrics
Why use Rubrics?
  • Provide timely feedback
  • Prepare students to use feedback
  • Encourage critical thinking
  • Facilitate communication with students
  • Level the playing field
rubric huh
Rubric? Huh?

I don’t need one of those…. Do i?

general vs task specific
General vs. Task-Specific
  • General rubrics contain criteria that are general across tasks.
    • Advantage: can use the same rubric across different tasks
    • Disadvantage: feedback may not be specific enough
  • Task specific rubrics are unique to a specific task.
    • Advantage: more reliable assessment of performance on the task
    • Disadvantage: difficult to construct rubrics for all specific tasks
rubric components
Rubric Components

Oral Presentation Rubric

Task description

Scale

Dimensions

Description of the Dimensions.

1 task description
Presents a thorough description of the paper, presentation, lab, film, etc.

Situates assignment in the desired learning outcomes of the course

Sample Description:

Each student will make a 20-minute presentation on the economic, social, and political changes in the Harrisonburg community, choosing a decade upon which to focus. The student may focus the presentation in any way s/he wishes, but there needs to be a stated thesis and inclusion of photographs, maps, graphs, and/or other visual aids.

Examples derived from sources cited on last slide.

#1 Task Description
2 scale
#2 Scale
  • 3 level: excellent, competent, needs work
  • 4 level: exemplary, proficient, marginal, unacceptable
3 dimensions
#3 Dimensions
  • Presents skills, knowledge, and abilities comprising the assignment
  • Ascribes percentage points to each dimension
4 description of the dimensions
#4 Description of the Dimensions
  • Offers a description of the highest level of expectation; each level down shows the difference between that level and the ideal
  • Places emphasis on possibility over failure
building a rubric
Building a Rubric
  • Reflecting
  • Listing
  • Grouping & Labeling
  • Application