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Mastering Assessment Rubrics: Effective Tools for Teaching and Learning

Learn to develop and use rubrics effectively for assessment and self-assessment in teaching and learning. Understand types of rubrics, guidelines for creating them, and design your own. Explore when to use holistic and analytic rubrics. Discover rubrics' strengths, weaknesses, and design principles for quality assessment. Engage in group activities to critique and design rubrics. Improve decision-making skills with post-consensogram activity.

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Mastering Assessment Rubrics: Effective Tools for Teaching and Learning

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  1. Pre-Consensogram Directions: Please walk to the chart on the wall and place a dot for the scale to indicate prior knowledge on scoring rubrics.

  2. Assessment Rubrics - What, When, and How Marina Benova JHU School of Education

  3. Desired Results Learners will understand that … If developed and used properly, rubrics can be effective assessment and self-assessment tools in teaching and learning processes Learners will know… Types of rubric and their elements Guidelines for creating effective rubrics Learners will be able to… Compare and contrast well-developed and poorly developed rubrics Design a model holistic or analytic scoring rubric for the performance task

  4. Lesson Outline • Pre-Consensogram • Learning Objectives • Turn to Your Partner (TTYP) Activity • Content Presentation/Discussion • Group Activity: a. Rubric Critique b. Rubric Design • Post-Consensogram

  5. Scoring Tools In Our Lives • What decision have you recently made that involved choices based on criteria? • Consider… -factors contributing to making the decision -hierarchy of criteria • Share your thoughts with a partner, then with class.

  6. What is a Rubric? • “Rubric is a criterion-based scoring guide consisting of a fixed measurement scale (e.g.4-6 points) and descriptions of the characteristics for each score point. Rubrics describe degrees of quality, proficiency, or understanding along a continuum. “ • (UbD, p.173)

  7. What Is the Place of Rubrics in the UbD? Stage 2:

  8. Chocolate Chip Cookie Performance Task: Bake a chocolate chip cookie that Natalie would eat.

  9. Chocolate Chip Cookie • Criteria: -Number of Chips - Texture -Color -Taste -Richness • Range of Performance: Delicious Tasty Edible Not Yet Edible

  10. Connections What is the desired relation between the learning objectives, performance task, and a scoring rubric?

  11. TYPES OF RUBRIC • Holistic Provides a single score based on an overall impression of a learner’s performance on a task When to Use: -when a quick snapshot of achievement is needed -when a single dimension is adequate to define quality

  12. Holistic Rubric for Graphic Display of Data

  13. TYPES OF RUBRIC • Analytic Uses several distinct criteria to evaluate learner products and performances When to Use: • -when you want to show relative strengths and weaknesses • When you want detailed feedback • When you assess complicated skills or performance • When you want students to self-assess their understanding or performance

  14. Analytic Rubric for Graphic Display of Data

  15. Rubrics’ Strengths and Weaknesses Holistic Rubrics Analytic Rubrics +More detailed feedback +more consistent scoring +used by students to self-assess - time-consuming scoring + Quick scoring + Big Picture • Lack of detailed information • Ma be difficult to provide one overall score

  16. What is a Good Rubric? • Reflects standards and learning objectives • Assesses significant tasks, skill, and abilities • Determines criteria and performance levels • Uses specific descriptors • Teacher and student friendly • Co-created with learners

  17. Team Activity 1 :Rubrics or “Screwbrics?” • Please see the packet. In your teams, judge the quality of the rubrics in the packet. What are the strengths of the well-developed rubrics? What are the weaknesses of the poorly designed rubric?

  18. Team Activity 2 • Please form a group of 4. After you watch the video, develop a holistic or analytical rubric for the American Idol performance task.

  19. Rubric Design Guidelines • What criteria must be present in the contestant’s performance to ensure that it is high in quality? • How many levels of achievement do I wish to illustrate for contestants? • For each criterion of quality, what is a clear description of performance at each achievement level? • What are the consequences of performing at each level?

  20. Post-Consensogram Directions: • Please walk to the chart on the wall and place a dot for the scale to indicate your understanding of using scoring rubrics after the presentation.

  21. Bibliography • Goodrich Andrade, H. (2005, Winter2005). TEACHING WITH RUBRICS. College Teaching, 53(1), 27-30. Retrieved October 15, 2008, from Academic Search Premier database. • Eric D Turley, Chris W Gallagher. (2008). On the Uses of Rubrics: Reframing the Great Rubric Debate. English Journal, 97(4), 87-92. Retrieved October 13, 2008, from ProQuest Education Journals database. (Document ID: 1464220231).

  22. Bibliography Popham, W.J. (2008). Classroom assessment: What teachers need to know. Boston: Pearson Education, Inc. Huba, Mary E. & Fred, Jann.E. (2000). Learner-centered assessment on college campuses. Shifting the focus from teaching to learning. Boston: Allyn &Bacon. Lane, Jill L. (2008). The Basics of rubric. Center for Instructional Development, Clayton State U. http://ctl.clayton.edu/cid

  23. Bibliography • Holistic critical thinking scoring rubric. Retrieved May 3, 2004 from California Academic Press Web site: http://www.uog.edu/coe/ed451/tHEORY/HolisticCTrubric.pdf

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