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Rubrics
Developing and Using Rubrics for Assessing
Student Learning
Presented by Ilknur Kelceoglu, Ph.D.
Rubrics Webinar Webinar Objectives
At the end of this webinar, participants will be able to
• Explain what rubric is,
• List most common types of rubrics,
• Discuss use of rubrics,
• Follow steps for creating rubrics, and
• Modify rubrics to meet their needs.
Rubrics Webinar Overview
• Rubric definition
• Types of rubrics
• Importance of rubrics
• Developing rubrics
• Tips for developing rubrics
• Modifying rubrics
• Q&A
Rubrics Webinar What is a rubric?
A rubric is an assessment tool
• for communicating expectations,
• for scoring student work, and
• for providing feedback.
Rubrics Webinar Rubric Examples
Rubric Example - A
Rubric Example - B
Rubric Example - C
Rubrics Webinar Types of Rubrics
There are two major types of rubrics:
Holistic Rubrics
Analytic Rubrics
• Assess as a whole • Quick and overall judgment
• Suitable for simple works
• No specific feedback
• No weighted criteria
Holistic Rubrics
Rubrics Webinar Holistic Rubrics
Rubrics Webinar Analytic Rubrics
• Identify and assess components
• Relatively complex assignments
• Useful feedback
• Weighted criteria
• More time needed to create
Analytic Rubrics
Rubrics Webinar Types of Rubrics
General Rubrics
Task Specific Rubrics
Holistic and analytic rubrics can be
Rubrics Webinar Why are rubrics important?
Align assessments
Reduce questions
Detailed feedback
Offer benchmarks
Objective assessments
Time saving
Self & peer assessment
Clear expectations
Rubrics Webinar Steps for Developing Rubrics
Identify Topic List Criteria Identify
Quality Levels
Describe Each Criterion Level
Draft, Test, Revise
Rubrics Webinar Step 1: Identify what you are assessing
Learning Objective Given a business scenario, students will be able to identify and reflect on their personal behaviors and tendencies impacting their leadership styles.
Assessment Leadership Analysis Paper
What is being assessed? Ability to identify and reflect on their personal behaviors and tendencies impacting their leadership styles
Rubrics Webinar Step 2: List your criteria
Assessment Criteria
Business Scenario Analysis
Leadership Components
Self Analysis
Personal Goals
Rubrics Webinar Step 3: Identify levels of quality/performance
Assessment Criteria
Business Scenario Analysis
Leadership Components
Self Analysis
Personal Goals
Rubrics Webinar
Assessment Criteria
Business Scenario Analysis
List main issues Provide detailed analysis
Leadership Components
Describe key leadership components
Self Analysis List personal behaviors and tendencies Reflect
Personal Goals Discuss leadership goals Provide insights and development plan
Step 4: Describe each level of quality within each criterion
Rubrics Webinar Step 4: Describe each level of quality within each criterion
Assessment Criteria
Business Scenario Analysis
Does not list or lists few of the issues in the business scenario. Provides an incomplete analysis or no analysis of the issues.
Lists most of the main issues in the business scenario. Provides a detailed analysis of most of the issues listed.
Lists all of the main issues in the business scenario. Provides an insightful and detailed analysis of all of the issues listed.
Leadership Components
Describe key leadership components
Self Analysis List personal behaviors and tendencies Reflect on
Personal Goals Discuss leadership goals Provide insights and development plan
Adapted from ecline rubric (code#D4535B) downloaded from http://www.rcampus.com/rubricshowc.cfm?code=D4535B&sp=yes on 3/27/2014
Rubrics Webinar Step 4: Describe each level of quality within each criterion
Assessment Criteria
Business Scenario Analysis
Does not list or lists few of the issues in the business scenario. Provides an incomplete analysis or no analysis of the issues.
Lists most of the main issues in the business scenario. Provides a detailed analysis of most of the issues listed.
Lists all of the main issues in the business scenario. Provides an insightful and detailed analysis of all of the issues listed.
Leadership Components
Does not describe or use any key leadership components or vaguely describes and uses key leadership components.
Adequately describes and uses key leadership components.
Effectively describes and uses key leadership components.
Self Analysis List personal behaviors and tendencies Reflect on
Personal Goals Discuss leadership goals Provide insights and development plan
Adapted from ecline rubric (code#D4535B) downloaded from http://www.rcampus.com/rubricshowc.cfm?code=D4535B&sp=yes on 3/27/2014
Rubrics Webinar Step 4: Describe each level of quality within each criterion
Assessment Criteria
Business Scenario Analysis
Does not list or lists few of the issues in the business scenario. Provides an incomplete analysis or no analysis of the issues.
Lists most of the main issues in the business scenario. Provides a detailed analysis of most of the issues listed.
Lists all of the main issues in the business scenario. Provides an insightful and detailed analysis of all of the issues listed.
Leadership Components
Does not describe or use any key leadership components or vaguely describes and uses key leadership components.
Adequately describes and uses key leadership components.
Effectively describes and uses key leadership components.
Self Analysis Mentions personal behaviors and/or tendencies impacting student’s leadership style. Provides a vague reflection or no reflection on their impact.
Lists personal behaviors and tendencies impacting student’s leadership style. Provides an adequate reflection on each behavior and tendency’s impact .
Lists and analyzes personal behaviors and tendencies impacting student’s leadership style. Provides an in-depth reflection on behavior and tendency’s impact .
Personal Goals Discuss leadership goals Provide insights and development plan
Adapted from ecline rubric (code#D4535B) downloaded from http://www.rcampus.com/rubricshowc.cfm?code=D4535B&sp=yes on 3/27/2014
Rubrics Webinar Step 4: Describe each level of quality within each criterion
Assessment Criteria
Business Scenario Analysis
Does not list or lists few of the issues in the business scenario. Provides an incomplete analysis or no analysis of the issues.
Lists most of the main issues in the business scenario. Provides a detailed analysis of most of the issues listed.
Lists all of the main issues in the business scenario. Provides an insightful and detailed analysis of all of the issues listed.
Leadership Components
Does not describe or use any key leadership components or vaguely describes and uses key leadership components.
Adequately describes and uses key leadership components.
Effectively describes and uses key leadership components.
Self Analysis Mentions personal behaviors and/or tendencies impacting student’s leadership style. Provides a vague reflection or no reflection on their impact.
Lists personal behaviors and tendencies impacting student’s leadership style. Provides an adequate reflection on each behavior and tendency’s impact .
Lists and analyzes personal behaviors and tendencies impacting student’s leadership style. Provides an in-depth reflection on behavior and tendency’s impact .
Personal Goals Does not discuss or discuses briefly personal leadership goals. Provides limited insights or no insights for the goals.
Adequately discusses personal leadership goals as they relate to student’s self analysis. Provides additional insights and a brief development plan for the goals.
Effectively discusses personal leadership goals as they relate to student’s self analysis. Provides additional insights and a detailed development plans for the goals.
Adapted from ecline rubric (code#D4535B) downloaded from http://www.rcampus.com/rubricshowc.cfm?code=D4535B&sp=yes on 3/27/2014
Rubrics Webinar Step 5: Create a draft, test it, and revise it
Assessment Criteria Weight Score
Business Scenario Analysis
Does not list or lists few of the issues in the business scenario. Provides an incomplete analysis or no analysis of the issues.
Lists most of the main issues in the business scenario. Provides a detailed analysis of most of the issues listed.
Lists all of the main issues in the business scenario. Provides an insightful and detailed analysis of all of the issues listed.
10 %
Leadership Components
Does not describe or use any key leadership components or vaguely describes and uses 1-2 key leadership components.
Adequately describes and uses 3-4 key leadership components . Provides descriptions based on course materials.
Effectively describes and uses 5 or more key leadership components. Provides sophisticated descriptions that go beyond course materials.
20 %
Self-Analysis Does not mention or mentions few personal behaviors and/or tendencies impacting student’s leadership style. Provides a vague reflection or no reflection on their impact.
Lists several personal behaviors and tendencies impacting student’s leadership style. Provides an adequate reflection on each behavior and tendency’s impact.
Lists and analyzes all personal behaviors and tendencies impacting student’s leadership style. Provides an in-depth reflection on behavior and tendency’s impact.
40 %
Personal Goals Does not discuss or discuses briefly 1-2 personal leadership goals. Provides limited insights or no insights for the goals.
Adequately discusses 3 personal leadership goals as they relate to student’s self-analysis. Provides additional insights and a brief development plan for the goals.
Effectively discusses 4 or more personal leadership goals as they relate to student’s self-analysis. Provides additional insights and a detailed development plans for the goals.
30 %
Total Score
Adapted from ecline rubric (code#D4535B) downloaded from http://www.rcampus.com/rubricshowc.cfm?code=D4535B&sp=yes on 3/27/2014
Rubrics Webinar Tips for Developing and Using Rubrics
• Aligned with the learning objective and the assessment
• Has limited criteria (4 to 8) with brief statements
• Each criterion is focused on a different skill
• Performance descriptions are measurable
• Tested and reevaluated
Rubrics Webinar Tips for Developing and Using Rubrics
• Avoids vague language
• Avoids unnecessarily negative language
• Emphasize on quality rather than just quantity
• Has consistent and clear distinctions for gradations of quality
• Avoids too much or too little detail
Rubrics Webinar Describing Various Degrees of Performance
Depth Quality Scope Extent
Breadth Complexity Degree Accuracy
Frequency Level of Detail
Clarity
Rubrics Webinar Finding and Modifying Rubrics – Steps
A rubric is needed for “Class Participation”
1. Search and Find - An iRubric Rubric
2. Import from iRubric
3. Modify the rubric
4. Cite the rubric
5. Use the rubric
Rubrics Webinar Questions & Answers
Any questions?
Thank you for your participation!
Rubrics Webinar Resources
Authentic Assessment Toolbox by Jon Mueller
Understanding Rubrics by Heidi Goodrich Andrade
Guidelines for Rubric Development by Nancy Pickett
Writing Rubrics Right: Avoiding Common Mistakes in Rubric Assessment by Megan Oakleaf
Rubrics for Web Lessons by Nancy Pickett and Bernie Dodge
Checklist for Quality Rubrics by Learner Centered Initiatives Quality Rubrics Wiki
Evaluation Process Introduction by the Center for Advanced Research on Language Acquisition at University of Minnesota:
Course Level Example by Rubric Type by Carnegie Mellon Eberly Center Teaching Excellence and Educational Innovation
Rubrics Webinar Finding and Modifying Rubrics – Finding Rubrics
Value Rubrics Rubistar
iRubric
Rubrics Webinar Finding and Modifying Rubrics – Finding a Rubric
Rubrics Webinar Finding and Modifying Rubrics – Modifying a Rubric
Rubrics Webinar Finding and Modifying Rubrics – Citing a Rubric
Adapted from Rob Elkington Class Discussion Leadership and Ethics rubric downloaded from http://www.rcampus.com/rubricshowc.cfm on 3/10/2014.
Adapted from AUTHOR RUBRIC NAME downloaded from URL on DATE.
Rubrics Webinar Finding and Modifying Rubrics – Using a Rubric
Rubrics Webinar Example Rubric – Kindergarten
Rubrics Webinar Example Rubric B
Rubrics Webinar Example Rubric – Holistic Rubric
Rubrics Webinar Example Rubric C
Rubrics Webinar Example Rubric – Analytic Rubric
Rubrics Webinar Example Quality Levels
Assessment
Criteria
Completion Incomplete 0-1 concepts
Complete 2-3 concepts
Complete with+ 4+concepts
Frequency Never Rarely Sometimes
Often Usually Sometimes
Always Usually
Depth Absent Missing Very Little/Few None
Present Some Most
Present with+ All
Rubrics Webinar Levels of Quality/Performance
• Needs Improvement/Good/Excellent
• Novice/Intermediate/Expert
• Below Expectations/Meets Expectations/Exceeds Expectations
3 Levels of Quality
• Fair/Good/Better/Best
• Unacceptable/Developing/Acceptable/Exemplary
• Novice/Developing/Proficient/Expert
4 Levels of Quality
• Missing/Unacceptable/Below Expectations/Meets Expectations/Exceeds Expectations
• Never/Rarely/Sometimes/Often/Always
• Numeric scale ranging from 1 to 5
5 Levels of Quality