Rubrics as Assessment Tools Applications in Academia.
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Transcript of Rubrics as Assessment Tools Applications in Academia.
![Page 1: Rubrics as Assessment Tools Applications in Academia.](https://reader035.fdocuments.us/reader035/viewer/2022062517/56649f0d5503460f94c22104/html5/thumbnails/1.jpg)
Rubrics as Assessment Tools
Applications in Academia
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Rubrics as Assessment Tools
• Rubric: a set of rating criteria that are used to categorize and assess both tangibles (products) and intangibles (behavior) that vary along a defined continuum.
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What do Rubrics Do?
Generally rubrics specify the level of performance expected for several levels of quality. These levels of quality may be written as. . .
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contd.
• Ratings (e.g., “Excellent”, “Good”, “Needs
Improvement”),
or
• Numerical scores (e.g., 4, 3, 2, 1). . .
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Contd.
which are then added up to form a total score or final grade (e.g., A, B, C, etc).
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What Can Rubrics be Used For?
Rubrics can be used to assess the quality of virtually anything that can be measured:
1. Written works:
Essays
Reports (technical, financial, research)
Portfolios
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contd.
2. Manufactured products:Hardware and softwareCapital equipmentConsumables
3. Performance criteria:Productivity (per capita output)Quality control
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contd.
4. Behaviors
Teamwork
Problem Solving
Conflict Resolution
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Rubrics Have a Variety of Strengths
• They help define the expectations that are to be measured.
• They help identify students’ EI strengths and areas that need to be developed.
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Strengths, contd.
• Rubrics are criterion-referenced rather than norm-referenced - they ask “Did student X meet the criteria for an “A” paper?” rather than “How did a student’s general performance stack up against those of his peers?”
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Strengths, contd.
• Rubrics can provide a fairer, more comprehensive assessment compared to traditional “right” or “wrong” evaluations such as exams.
• Students can use rubrics to assess their own work, or their peers can rate their work.
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Strengths, contd.
• Rubrics assess practical, transferable skills compared to the traditional grading systems.
Some of the these skills are core skills – they can become a part of “who the student is”.
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Rubric Examples, Academia
• Writing and Mathematics Outcomes,Johnson County Community College
• Gordon Paper Criteria (modified by Prokopp)
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Rubrics at the Program Level
Case Study: Inver Hills Community College.
The LS/PS program
A rubric-based program that assesses students’ achievements in 10 Essential Skills.
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Inver Hills, contd.
• Voluntary program for students and faculty.
• Encompasses 75 different courses and includes over 1000 students.
• Was designed to incorporate traditional liberal arts instruction with skill-based assessment.
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Inver Hills, contd.
• Ten Essential skills allow students to perform successfully in:
The business environment
The community
The academic environment
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Inver Hills, contd.
• The 10 essential Skills:
See overhead
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Inver Hills, contd.
Essential skills develop and measure:
• Critical thinking
• Social skills (collaboration)• Evaluation skills (finding and evaluating new information)
• Presentation skills
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How the LS/PS Program Works.
• Each Essential Skill (ES) has 5 subcategories, each measuring a specific part of the ES (example: Appreciation).
• Each Essential Skill is placed in a Skill Grid, which shows 5 different Levels of Mastery for each subcategory.
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LS/PS program, contd.
• Instructor chooses assignments based upon the Essential Skills that are relevant to the course.
• Instructor selects the target Level of Mastery, indicating the instructor’s performance expectations.
• Students are given specific Essential Skill rubrics, which rate their performance on a level of 1 – 4.
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LS/PS program, contd.
• Instructor enters points earned for each skill into a database that averages and graphs the student’s progress in a Skill Profile.
Result: The Skill Profile replaces the traditional letter grade transcript.
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How the 10 Essential Skills Were Identified
Independent studies:
• The SCANS (Secretary’s Commission on Achieving Necessary Skills) report prepared by the American Society for Training and Development.
• The Commission on Skills of the American Workforce
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Development of LS/PS Program
• 1996: Group of IHCC faculty discuss adapting Minnesota Skills Profile, developed for use @ IHCC.
• 1997: LS/PS adopted as tool to measure student learning. Faculty develop specific components of 10 Essential Skills & rubrics
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Development, contd.
• 1998: Pilot program begins with 200 students.
• 2000: 35 faculty, teaching 75 skills-based courses, with 1000 students. Faculty report success at several national conferences.2000: IHCC selected by the League of Innovation as one of 16 colleges to participate in the 21st Century Learning Outcomes Project.
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Why Create the LS/PS Program?
• Demand from the public, accrediting agencies, educational institutions and employers re: achievement accountability.
• Essential skills are practical, relevant, and transferrable.