2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of...

25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 1

2003 Evaluations and Assessment conference

Rubrics And Online Assessment

Judi BaronMike Keller



Rubrics Defined

A rubric is an authoritative rule – an explanation or introductory commentary. As applied to assessment of student work, a rubric reveals the scoring ‘rules’. It explains to students the criteria against which their work will be judged.

More importantly it makes public key criteria that students can use in developing, revising and judging their own work.

Huba M & Freed J (2000) Learner-Centered Assessment on College Campuses, Allyn & Bacon



Rubrics to promote learning

Rubrics give genuine feedback to students by revealing :– assessment criteria and standards that enable self

assessment– the consequences of remaining at their current

level of skill or knowledge– information about how to improve, if needed



Structure of a Rubric

Criterion Exemplary Good Poor

Accuracy All information is accurately reported using appropriate terminology so the information is reliable.

The information is accurate, but imprecise language could lead a reader to misinterpret aspects of the text

Although the gist of the information is correct, there are problems with the interpretation of it. A reader can be misled by the text.



Exemplars

Annotated examples of past student work to support Rubrics

‘Insert comment’ feature of Microsoft Word Evolve over time



Promote Learning Through Assessment

Within higher education generally, few courses make use of online discussion boards.

Collaborative and interactive activities in online discussions can integrate learning and assessment.



Case Study – Insect Behaviour

RUBRICS AND EXEMPLARS: a solution to a need for a quick and informative marking scheme for an assignment which incorporated group online discussions?

AIM: to promote skills in critical thinking, literature research & written communications

PILOT: small class



Structure – Week 1

Face-to-face information session Discussion topics numbered and chosen by drawing a

random number Handout: topic title, brief description of background,

statement of problem, two key references Face-to-face group workshop Recorder posted summary of initial workshop to online

group discussion board



Structure – Next 3 Weeks

Group online discussion over next 3 weeks Expectations: minimum of one contribution each per

week Conclusion: Face-to-face workshop to discuss topic,

identified gaps and consolidate discussions Each student wrote a one-page report and submitted via

email All reports posted online



Support for students

Instructions and topic descriptions online prior to initial workshop

“How to Get Higher Marks” tips Instructional Rubrics Exemplars – annotated examples of previous student

work



Feedback to students

Standard mark sheet and annotated version of contribution

Minimum amount of time spent in completing a mark sheet

Significant increase in marks during the 3-week course of discussion



Student Evaluation

Anonymous online survey >75% positive impression of online discussion, clear

instructions and expectations 88% of students consulted online Tips Only 38% considered rubrics & exemplars assisted them to

prepare and assess their contributions before submission 88% satisfied with feedback on work Only 38% thought rubrics helped them to interpret their

marks



Reflections

Rubrics & exemplars worthwhile part of instruction and marking

Writing rubrics was challenging Support materials substantial and appreciated by

students Rubrics may be improved by simplification Involve students in development of rubrics using

exemplars

2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of...

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