Writing Assignment and Rubric Design

Writing Assignment and Rubric Design

ORU Boxed LuncheonWorkshop SeriesOctober 7, 2003

Workshop TopicsTypes of Writing AssignmentsDesigning AssignmentsCreating Rubrics

Types of Writing Assignments Informal writing-to-learn assignments

Short (in class or out of class) Not necessarily graded Used to facilitate discussion, focus a class,

provide immediate feedback, assess progress, begin a longer writing project

Formal writing assignments Longer Graded Used to assess major concept acquisition

Informal Writing-to-Learn Assignments Microtheme Response to scenario One-minute paper Class minutes Concept summary “Muddiest point” mini-essay Reading/double entry journal Invented dialogues and letters

Formal Writing Assignments

Research paper Analysis Critique Annotated bibliography Review Formal argument Editorial

Assignment Design and Assessment

Good assignment design is a prerequisite for effective assessment

Assessment tool follows from assignment design

Rubrics can be created directly from assignment design process

Designing Effective Assignments*

Assignment is explained in writing Assignment guidelines specify:

the assignment’s purpose the assignment’s audience the mode of development the assignment’s required length the assignment’s due date style and formatting requirements

*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of KansasCenter for Teaching Excellence, “Assignment Design,”www.ku.edu/~cte/resources/writing/assignment_design.html

Designing Effective Assignments*

Writing assignment is clearly linked to significant course objectives

Assessment criteria are specified (rubric) Assignment is organized and assessed in

stages Assignments vary during the semester to

reflect different levels of thinking and ability (Bloom’s taxonomy)

*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of KansasCenter for Teaching Excellence, “Assignment Design,”www.ku.edu/~cte/resources/writing/assignment_design.html

Bloom’s Taxonomy*

Bloom's Ranking of Thinking Skills

Knowledge Comprehension Application Analysis Synthesis Evaluation

List Name Identify Show Define Recognize Recall State Visualize

Summarize Explain Interpret Describe Compare Paraphrase Differentiate Demonstrate Classify

Solve Illustrate Calculate Use Interpret Relate Manipulate Apply Modify

Analyze Organize Deduce Contrast Compare Distinguish Discuss Plan Devise

Design Hypothesize Support Schematize Write Report Justify

Evaluate Choose Estimate Judge Defend Criticize

*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html

Guiding Questions for Developing Assignments* What course objectives do I hope to advance by the

writing assignment? How does this assignment fit into the overall plan for

the semester? What learning or critical thinking do I expect students

to do? (Bloom’s taxonomy) What form should the writing take? How can the project be segmented to allow feedback

or additional instruction? How am I going to assess the process and the final

product?

Guiding Questions for Developing Assignments* What elements of the rhetorical situation should be

reflected in the assignment? How will I introduce this assignment to students? Does this assignment require pre-teaching of course

concepts, technical vocabulary, research or writing skills?

Does it require special resources and/or instructions about where to find resources?

*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of KansasCenter for Teaching Excellence, “Assignment Design,” www.ku.edu/~cte/resources/writing/assignment_design.html

Using the Rhetorical Elements to Assist in Designing Assignments

Applies to assignments or individual questions

Identifies exactly what the instructor would like the student to accomplish

Allows for flexibility among levels of required student knowledge (Freshman – Senior)

Builds the essential components of a rubric that can be used for evaluation

Original Student Assignment

Give directions for setting up a croup tent.*

*Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]

Rhetorical Elements

Establish or prompt attention to these elements: Describe context/occasion and role Provide sufficient and accurate content Identify purpose(s) Define and address audience(s) Select and organize key point(s) and

argument(s) Incorporate visuals Consider overall design

Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]

Revised Student Assignment As a communication intern in a hospital’s pediatric unit, part

of your job is to help parents increase their involvement in their child’s medical care. Write step-by-step directions with appropriate headings that will enable parents to set up a croup tent. Make sure to give reasons for using the croup tent as well as specifics of setting it up. Include appropriate definitions and illustrations as well as hints to make the set up easier. Consider the advantages of explaining why parental involvement is good (in other words, why don’t the medical personnel do everything?). Decide whether the information should be in a brochure or a one-page direction sheet.*

*Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]

Analysis of Assignment Describe context/occasion and role: location: pediatric hospital unit;

role: communication intern Define and address audience: parents of children with respiratory

problems Identify purpose: broad: increase parents’ involvement in their child’s

medical care; specific: direct parents to set up a croup tent Select content: reasons for using croup tent; rationale for parental

involvement; specifics of set up; hints to make set up easier; appropriate definitions

Organize information: chronological (“step-by-step”) Incorporate visuals: appropriate illustrations Consider overall design: headings; brochure; one-page sheet


Some Rhetorical Elements Specified by the Instructor You’re assigned as a communication intern in

a hospital’s pediatric unit to document procedures for student nurses working on their pediatric rotation. Give directions for a pair of student nurses to set up a croup tent.


Analysis of Assignment

Describe context/occasion and role: location : hospital pediatric unit; role: communication intern

Define and address audience: student nurses on their pediatric rotation

Identify purpose: broad: must be specified by student; specific: direct student to set up a croup tent

Select content: must be specified by student Organize information: must be specified by student Incorporate visuals: must be specified by student Consider overall design: must be specified by student


Can You Identify the Elements?

Observe the sample assignment labeled “Microtheme: Fallacies and Validity.”

Try to identify the rhetorical elements in this assignment.

Identifying Rhetorical Elements

Describe context/occasion and role: location : local magazine company; role: editor

Define and address audience: executive editor/boss Identify purpose: broad: evaluate submissions for accuracy

& validity; specific: identify fallacies and analyze arguments Select content: must be specified by student Organize information: must be specified by student Consider overall design: a microtheme to the executive

editor; details must be specified by student

Microtheme Rubric

Rubric follows directly from microtheme assignment

Rubric presented in writing Assessment criteria presented with the

assignment

English 305 First Day Informal Writing-to-learn Activity Designed to facilitate class discussion Short, in-class writing (approx. 10 minutes) Non-graded (no rubric) Linked to course goal regarding the liberal

arts and liberal arts education Assignment purpose explained in class Rhetorical elements included in the “scenario”

Identifying Rhetorical Elements Describe context/occasion and role: context and role: graduation,

candidate coming before independent review committee Define and address audience: independent review committee Identify purpose: broad: to demonstrate changes as a result of

education; specific: to prepare a response for the committee Select content: specific evidence of “transformed life” Organize information: student determines most persuasive

method Incorporate visuals: none Consider overall design: specific evidence must be persuasive

305 Student Responses

DiAnne Watson Senior Health and Exercise Science major

Joseph Nosak Senior Business major

Types of Rubrics

Holistic rubrics (microtheme example) Analytical rubrics Matrix rubrics

Principles of Rubric Design*

Word choice provides for consistency of interpretation promotes purposeful dialogue between

instructor and student Visual appeal

creates a “map” of what the student must attempt to achieve

placement of elements conveys their significance

*Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/ framework/rubrics/theguide.html

Principles of Rubric Design*

Student’s Role defines an active role for the student active role increases motivation

Correctives design facilitates dialogue beyond what is

wrong to what is right and how to improve what is wrong

Purpose rubric implies benefits/purpose of assignment

*Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/ framework/rubrics/theguide.html

Rubric Design Resources

RubiStar http://rubistar.4teachers.org/index.php

Rubric Design Principles Guide http://edservices.aea7.k12.ia.us/framework/

rubrics/theguide.html

Writing Assignment and Rubric Design

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