Developing Rubrics within the Context of Assessment Methods
Peggy MakiSenior ScholarAssessing for [email protected]
Rubrics
Rubrics establish a basis upon which you ascertain how well a student is achieving or performing or using or integrating “x”
Raters use these to judge work Professors use them to give students
feedback Students use them to develop work and to
understand how their work meets those standards
What are the key elements in a rubric?
Levels of achievement
Criteria that distinguish good work from poor work
Descriptions of criteria at each level of achievement
Examples of Levels of Achievement
Verbal or numerical rankings (such as conceptual understanding is apparent; conceptual understanding only adequate; conceptual understanding not adequate; does not attempt conceptual understanding
Mastery levels (levels of attainment) Holistic (one score overall); analytic National standards for scoring Departmental standards for scoring (developed
through consensus)
Examples of Criteria for Conceptual Attainment in Fundamental Mathematics
Conceptual understanding apparent Consistent notation, with only an occasional
error Logical formulation Complete or near complete
solution/response
Ways to Derive Rubrics:
Develop through consensus with colleagues
Derive from examples of student work (A-F)
Derive from knowledge about transition from novice to expert
Draw on students’ experiences
Format for Scoring Sheet
Level Level Level Indicators
Trait 1
Trait 2
Trait 3
Trait 4
Trait 5
Develop a rubric for one outcome:
Where You Seek Evidence…
Course-embedded
In-class
Out-of-class
Off-campus
On-line
Some Methods That Provide Direct Evidence
Student work samples Collections of student work (e.g.,
Portfolios) Capstone projects Course-embedded assessment Observations of student behavior Internal juried review of student
projects
Direct Evidence (continued)
External juried review of student projects
Externally reviewed internship Performance on a case study/problem Performance on problem and analysis
(Student explains how he or she solved a problem)
Direct Evidence (continued)
Performance on national licensure examinations
Response to critical incident Locally developed tests Standardized tests Pre- and post-tests Essay tests blind scored across units Mapping
Methods That Do Not Provide Direct Evidence but May Be Combined with Other Methods – Indirect Methods
Faculty publications (unless students are involved) Courses selected or elected by students Faculty/student ratios Percentage of students who study abroad Enrollment trends Percentage of students who graduate within five-
six years Diversity of student body
Focus groups (representative of the population)
Interviews (representative of the population)
Surveys
Other sources of information that contribute to your inference making: NSSE results, grades, participation rates or persistence in support services, course-taking patterns, majors
Identify Methods that Will Assess Your Outcome Statement Using Your Rubric:
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