Presented to GETSI by Ellen Iverson, SERC, Carleton College Developed as InTeGrate talk by David...
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Transcript of Presented to GETSI by Ellen Iverson, SERC, Carleton College Developed as InTeGrate talk by David...
Presented to GETSI by Ellen Iverson, SERC, Carleton College
Developed as InTeGrate talk by David Steer
Department of Geosciences
The University of AkronFebruary 2014
Designing and Using Rubrics
Identify Module
Learning Goals
Identify learning
outcomes
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials
to match assessments
Plan Instructional Strategies to implement teaching
resources
Pilot Materials, Make changes
What are Scoring Rubrics?
Scoring rubrics are descriptive scoring schemes used to evaluate effort
• Two Major Types Holistic: set of descriptions
used to assign a score to the whole
Analytic: Set of components that are independently evaluated (sum for score)
For other types of rubrics see: http://www.utexas.edu/academic/ctl/assessment/iar/students/report/rubrics-types.php
• Determine the most important attributes needed to evaluate the Learning Outcome
• Decide analytic or holistic• Define levels
Designing Rubrics
Success Part Way There Needs Work
• Have clear criteria • Each criteria is distinct, clearly delineated and fully appropriate for the
outcome
• Have distinctive levels• Each level is distinct and progresses in a clear and logical order
• Can be used reliably by multiple raters• Provide guidance to learners
• Rubric serves as primary reference point for discussion and guidance for program/supporting outcome as well as evaluation of assignment(s)
• Support Metacognition• Rubric is regularly referenced and used to help learners identify the
skills and knowledge they are developing throughout the program
Good Rubrics …
Holistic Example
Outcome: Students will demonstrate the ability to properly process and interpret
data
0 1 2 3 4
Unacceptable Poor Acceptable Good/Solid Exemplary Score
Student unable to process or interpret data sets without significant
errors.
Student processes and interprets data sets with significant errors.
Student processes and interprets data sets with some errors.
Student processes and interprets data sets with only minor errors.
Student properly processes and interprets each data set.
Analytic Example
Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles in their
curriculum
Identify Module
Learning Goals
Identify learning
outcomes
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials
to match assessments
Plan Instructional Strategies to implement teaching
resources
Pilot Materials, Make changes