Rubrics and General Education

Molly Herman Baker, Ph.D.Director, Teaching/Learning Center

Black Hawk College

What is a rubric?• Classroom rubrics:

– Communication tool for communicating instructor expectations

– A scoring guide for individual student performance– An effective method to provide feedback to students

• Program rubrics:– Method for recording a range of learning levels tied to

particular quality standards– Communication tool for describing curricular

sequencing/progress over time– Planning tool for curricular alignment– Tool for identifying gaps and potential areas of shared

responsibility with other departments

Why use a program rubric?• Assess the general level of

learning provided by a program (e.g., 2-year degree in nursing, general education sequence).

• Provide program faculty with information about where improvement is needed in the program’s curriculum

Why use a program rubric?• Much learning does not involve

“right answers,” but applying it to “authentic” problems

• Tests may or may not be the best way to measure success in achieving a particular standard

• Much learning is about process rather than what knowledge one knows at a particular point in time.

• Do we want to document progress over time, providing feedback along the way?

Two Types of Rubrics

• Holistic rubrics assess student work or curricular accomplishments as a whole.

• Analytic rubrics identify and assess components of a finished product or program curriculum.

Holistic Rubric ExampleLevel of

PerformanceDescription Value

Advanced Project runs properly. 4

Proficient Project runs adequately. 3

Basic Many technical problems with running program

2

Below Basic Project does not run. 1

Student Name: Score =

Analytic Rubric Example4

Exemplary

3

Satisfactory

2

Improve

1

PoorPrepared Team is

completely prepared;has obviously practiced.

Prepared but might have needed more

practice.

Somewhat prepared, but it is clear practice was minimal.

Team does not seem prepared to present.

4 3 2 1

Speaks

Clearly Speaks clearly and distinctly and mispronounces no words.

Speaks clearly and distinctly and mispronounces some words.

Speaks somewhat clearly and distinctly and mispronounces some words.

Often mumbles or cannot be understood.

Options for Artifacts and Evidence

• Performance over time (e.g., projects, collection of essays, diverse artifacts)

• Culminating performance/exhibition (e.g., play, athletic competition, poetry reading, science fair)

• Products/portfolios– Process (e.g., logs, drafts of papers, math problems

showing all work) shows learning & progress– Best works showcase accomplishments (e.g.,

collection of writings, art work, critical analyses of current events, lesson plans and materials, snapshots, videoclips, performance reviews by peers/boss, etc.)

More Artifact Options

Assignments Debates

Feedback on practice

Essays

Self evaluation Lab notes

Peer evaluation Presentations

Role plays Journals

Pre and post tests Topic outlines

Simulation Research papers

Case studies Literature reviews

Portfolios Where else??

Steps to Develop Program-level Rubrics

1. Develop programmatic goals (e.g., general education strands)

2. Articulate indicators of successful completion of those goals (e.g., see BHC core curriculum document)

3. Clearly identify the scoring criteria (see example programmatic rubric rating scale & “current practice” descriptors)

4. Select artifacts/evidence that will be collected to document learning progress

5. Develop a curricular alignment plan and assessment timeline.

Key Resources

• http://www.tensigma.org/rightbars/rubrics_rb1.html#Anchor-44867

(good overview of rubrics & a few examples)

• http://www.iccb.state.il.us/pt3/res/link.html

(scroll down to “Information on Rubrics” or http://rubistar.4teachers.org/index.php )

Let’s Try One!