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RUBRICS

PUZZLING OR POWERFUL?

By Deborah Hughes, MBA

WHICH ONE ARE YOU WHEN IT COMES TO RUBRICS?

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OR SOMEWHERE IN-BETWEEN?

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Today’s objectives……

• Rubrics can be powerful tools • The good, the bad, and the ugly of rubrics • What should you consider before creating a

rubric • Reasons for using a rubric • How to structure a rubric • What’s in it for me?

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A LITTLE HISTORY…….

BUT FIRST,

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HOW DID RUBRICS DEVELOP?

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RUBRICATION •One of several steps in the medieval process of manuscript making •From the Latin rubrico, “to color red” (though later blue and green were often used) •The addition of red headings to mark the end of one section and the beginning of another or the headings of the major divisions of a book or a direction for conducting church services 7 10/25/2013 Wikipedia

PresenterPresentation NotesWith the first movable type printing of the Gutenberg Bible, the rubrication ws still done by scribes by hand.

Practitioners of rubrication or rubricators were specialized scribes.

Rubrication was used so often that the term rubric became commonly used as a generic term for headers of any type of color, though technically referred only to red

FAST FORWARD TO THE 1970’S……

• Introduction of ICD-9 codes in 1977 showed the term had long been used as medical labels for diseases and procedures.

• Adopted by rater’s for the NY State Regent’s Exam in Writing and then in 1981 were formally named rubrics by Mel Grubb in his book as he advocated holistic scoring instead of developmental (analytical).

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To the 1990’s and beyond…….

• In the mid- 1990’s scholarly articles began to refer to rubrics as valuable evaluation tools in education.

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Today………..

• Rubrics are widely considered a valuable evaluative tool from grade school through post-graduate work, and are endorsed by state department’s of education, accreditation agencies and assessment gurus all over the country.

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FORMAL DEFINITION

A scoring rubric is a set of ordered categories to which a given piece of work can be compared.

Scoring rubrics specify the qualities or processes that must be exhibited in order for a performance to

be assigned a particular evaluative rating.

10/25/2013 11 McDaniel, P. (1994). Understanding Educational Measurement

A POWERFUL TOOL

• If rubrics are constructed well, they aid the instructor as well as the student in achieving learning goals • Provide a target for success to the student • Provide a guide for instructional design (teachable

moments)

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Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning. The Journal of

Effective Teaching, Vol. 7, No. 1, 2007 3-14

• AND………..one researched but unrecognized benefit is the ability to make learning expectations explicit to students that are first generation or are from a background where English is not the first language

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Wolf, K., Stevens, E. (2007). The Role of Rubrics in Advancing & Assessing Student Learning.

The Journal of Effective Teaching, Vol. 7, No. 1, 2007 3-14

PresenterPresentation NotesExpectations communicated often in subtle and sometimes unrecognizable ways to students from backgrounds with different rules, language, and school performance itself (Delpit, L. 1988 and Heath, S. 1983)

• The real value, and the reason for its power, is that using well-designed rubrics has the ability to advance the teaching and learning process………………

EVERYBODY WINS!!!!!!

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BUT………………

STILL, THERE IS THE…..................

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THE GOOD • Clarify expectations and the goal of the

assignment • Focus instruction • Allows instructors to provide individualized

critique within a reasonable timeframe • Enables instructors to assign more

challenging work 17 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.

• Aids in fair, consistent, and unbiased grading of subjective assignments

• Particularly helpful when used by several people (peer-reviewed)

• Student-assisted design creates a learning opportunity for students

• And instills ownership

18 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly.

College Teaching, 53 (1), 27-30.

• Maybe not be perfect, but the benefits of using rubrics are many:

• Advance student learning • Support instruction • Strengthen assessment • Improve program quality

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Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.

THE BAD • Not entirely self-explanatory • Don’t replace good instruction • Don’t automatically cause the student

to improve on assessment • Aren’t just scoring tools



PresenterPresentation NotesStudents need help to understand them, what they are and what they’re for

Students need models, feedback, chance to ask questions, opportunities to revise, teacher interaction

“Rubrics used only to assign final grades represent not only a missed opportunity

to teach but also a regrettable instance of the teacher as the sole judge of quality

putting students in a position of mindlessness and powerlessness”



THE UGLY • Rubrics are not valid, reliable ,

or fair automatically “What makes them so is their

alignment with reasonable standards, and the curriculum being taught”

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Rubrics can only improve when used, assessed, peer-reviewed, have

student input, measured against good student work, revised, and

then used again

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CONSIDER THIS BEFORE YOU START…….

• Rubrics can be particularly helpful for items that historically are evaluated in a subjective manner:

• Essays • Research papers • Oral presentations • Group projects • Communication skills

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• So, typically you will not use a rubric for a short-answer test or multiple-choice test

• Choose the assignment you wish to create

the rubric for and consider why you assign the task in the first place, then what do you consider a “well-done” student effort

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WHY SHOULD I USE ONE?

• Defines quality for students and instructors • Turns a subjective assignment into an

objective one---there is a goal in mind • When used regularly, students begin to take

responsibility for the end product • Reduces grading time and makes explanations

on how to improve easier • Student-involved rubrics create “ownership”

26 10/25/2013 Andrade, H.G. (2005). Teaching with rubrics: The Good, the bad, and the ugly. College Teaching, 53 (1), 27-30.

Two classifications are widely accepted:

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HOLISTIC

assess the whole task on one scale

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Table 1: Template for Holistic Rubrics Score Description

5 Demonstrates complete understanding of the problem. All requirements of task are included in response.

4 Demonstrates considerable understanding of the problem. All requirements of task are included.

3 Demonstrates partial understanding of the problem. Most requirements of task are included.

2 Demonstrates little understanding of the problem. Many requirements of task are missing.

1 Demonstrates no understanding of the problem. 0 No response/task not attempted.

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ANALYTIC (DEVELOPMENTAL)

Divided into separate dimensions; each dimension results in a grade

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Table 2: Template for analytic rubrics Beginning

1 Developing

2 Accomplished

3 Exemplary

4 Score

Criteria #1 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance













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PresenterPresentation NotesShow, PTA, GRT, DMU

WHERE DO I START? • Choose the assignment you wish to create a

rubric for and be sure it is aligned with curriculum

• Determine the overall expectations and the criteria (dimension) you value without causing constraint, 5-6 at the most (Step 1)

• Just having a rubric doesn’t make it valuable, taking time to prepare it properly, and not making it too long, gives it value

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• Once you have the criteria for evaluation, determine the scoring mechanism (degrees of deviation) to be used to evaluate each level of ability and how many levels to use (Step 2)

• Write the descriptions for each dimension of each level or what determines exemplary, satisfactory, unsatisfactory, etc.(Step 3)

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• Start small, increasing dimensions and evaluative levels only after using a few times

• CAREFUL! Don’t make it too long or it becomes cumbersome for grading, teaching, and you won’t use it

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Let’s start one………..

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PARTICIPATION

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PresenterPresentation NotesBehaviors that count:Asking questionsAnswering questionsMaking comments (extra points for comments that relate to material in the text, and for sharing relevant experiences)Arriving on time

Value-added behaviors (putting contributions over-the-top)Responding to something another student says (includes answering a question posed by another student)Constructively disagreeing with something in the text or said in class by instructor or other student

Behaviors to avoid:Not listeningPretending to be listening while texting or surfing the netSpeaking without being recognizedBerating something said by another personLeaving early or otherwise disrupting the class

PARTICIPATION CRITERIA 3

EXEMPLARY 2 SATISFACTORY 1 UNSATISFACTORY 0 ABSENT

BEHAVIORS THAT COUNT

Always: Ask questions; answer questions; constructive comments; on-time arrival

Sometimes: Ask questions; answer questions; constructive comments; on-time arrival

Seldom: Ask questions; answer questions; constructive comments; on-time arrival

VALUE-ADDED BEHAVIORS

Always: Respond to comments; constructive disagreement

Sometimes: Respond to comments; constructive disagreement

Seldom: Respond to comments; constructive disagreement

BEHAVIORS TO AVOID

Seldom: Early depart; speaking w/o being recognized; classroom disruption; not listening; texting/surfing the net

Sometimes: Early depart; speaking w/o being recognized; classroom disruption; not listening; texting/surfing the net

Always: Early depart; speaking w/o being recognized; classroom disruption; not listening; texting/surfing the net

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PresenterPresentation NotesBehaviors that count:Asking questionsAnswering questionsMaking comments (extra points for comments that relate to material in the text, and for sharing relevant experiences)

Value-added behaviors (putting contributions over-the-top)Responding to something another student says (includes answering a question posed by another student)Constructively disagreeing with something in the text or said in class by instructor or other student

Behaviors to avoid:Not listeningPretending to be listening while texting or surfing the netSpeaking without being recognizedBerating something said by another person

SO WHAT’S IN IT FOR ME?

• Helps develop character in your students by giving expectations they can take responsibility for and providing them a sense of accomplishment

• Develops good work ethics • Gives instructors implicit idea of what

makes a good project, so grading is easier

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• Informs instructors if their method of teaching is effective and where improvements may be needed

THE RESULT……………………

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HAPPY STUDENT, HAPPY YOU!

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Websites

• www.rubistar.com • http://ww1.rubistar4teachers.com/ • http://rubistar4teachers.org/ • http://www.rcampus.com/indexrubric.cfm

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http://www.rubistar.com/http://ww1.rubistar4teachers.com/http://rubistar4teachers.org/http://www.rcampus.com/indexrubric.cfm

RUBRICSWHICH ONE ARE YOU WHEN IT COMES TO RUBRICS?OR SOMEWHERE IN-BETWEEN?Today’s objectives……A LITTLE HISTORY…….HOW DID RUBRICS DEVELOP?RUBRICATIONFAST FORWARD TO THE 1970’S……To the 1990’s and beyond…….Today………..FORMAL DEFINITIONA POWERFUL TOOLSlide Number 13Slide Number 14BUT………………Slide Number 16THE GOODSlide Number 18Slide Number 19THE BADSlide Number 21THE UGLYSlide Number 23CONSIDER THIS BEFORE YOU START…….Slide Number 25WHY SHOULD I USE ONE?Two classifications are widely accepted: �HOLISTICSlide Number 29Slide Number 30Slide Number 31Slide Number 32ANALYTIC (Developmental)Slide Number 34Slide Number 35Slide Number 36Slide Number 37Slide Number 38WHERE DO I START?Slide Number 40Slide Number 41Let’s start one………..PARTICIPATIONPARTICIPATIONSO WHAT’S IN IT FOR ME?Slide Number 46Slide Number 47Websites

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