Rubrics --- tools in teaching
Presented by the
2009 QEP Assessment Team
Sonja Andrus, Salena Brody, Kathleen Fenton, Regina Hughes, Meredith Martin, Tracey
McKenzie, Karen Stewart, Martha Tolleson, David Weiland, and David Wood
Rubrics as Tools
framework to judge quality of a work
with common
– Vocabulary
– Categories
– Criteria or standards
Rubric Value for Instructors
•
•
•
•
•
Defines what student success looks like
Provides consistency in judgments
Focuses feedback
Informs focus of instruction
Reduces student confusion and
arguments about grading
Rubric Value for Students
• Know what counts—can focus their study and
their work
• Can self-assess their work and revise before
submission
• Have a context for understanding their weak
areas to focus improvement efforts
• Continual reinforcement of important knowledge,
skills, & abilities
Rubric vocabulary
• Categories that represent elements of a
concept
Critical thinking category examples
• Analysis of facts and thoughts
• Application of facts and processes to a
situation
• Acknowledging opposing views
Adapted from Valencia Community College
Rubric of Critical Thinking Indicators
Think Indicators
(adapted from VCC Catalog)

Analyzing data,
ideas, principles and
perspectives
Score_____
Applying facts,
formulas and
procedures correctly
Score_____
Presenting multiple
points of view
Score_____
Drawing wellsupported
conclusions or
solutions
Score_____
Creativity
Score_____
Adapted from Valencia Community College
Rubric of Critical Thinking Indicators
Think Indicators
Beginning
Developing
Competent
(adapted from VCC Catalog)
A student beginning to think
critically does most or many
of the following:
A student developing the
ability to think critically does
most or many of the
following:
A student completing an A.S.
or A.A. degree or certificate
program does most or many
of the following:
(1)
Analyzing data,
ideas, principles and
perspectives
Score_____
Applying facts,
formulas and
procedures correctly
Score_____
Presenting multiple
points of view
Score_____
Drawing wellsupported
conclusions or
solutions
Score_____
Creativity
Score_____
(2)
(3)
Accomplished
A student complete a B.S. or
B.A. degree program or an
equivalent certificate
program does most or many
of the following:
(4)
Adapted from Valencia Community College
Rubric of Critical Thinking Indicators
Think Indicators
Beginning
Developing
Competent
(adapted from VCC Catalog)
A student beginning to think
critically does most or many
of the following:
A student developing the
ability to think critically does
most or many of the
following:
A student completing an A.S.
or A.A. degree or certificate
program does most or many
of the following:
(1)
Analyzing data,
ideas, principles and
perspectives
Score_____
Applying facts,
formulas and
procedures correctly
Score_____
Presenting multiple
points of view
Score_____
Drawing wellsupported
conclusions or
solutions
Score_____
Creativity
Score_____
Reports and uses data,
ideas, principles and
perspectives inaccurately
or incompletely; uses
them inappropriately; or
omits them altogether
(2)
Reports and uses data,
ideas, principles and
perspectives with general
accuracy, minor
inaccuracies, and/or minor
omissions
(3)
Reports and uses data,
ideas, principles and
perspectives accurately
and provides brief or
cursory analysis of these
elements
Accomplished
A student complete a B.S. or
B.A. degree program or an
equivalent certificate
program does most or many
of the following:
(4)
Reports and uses data,
ideas, principles and
perspectives accurately
and provides in-depth
analysis of these elements
Adapted from Valencia Community College
Rubric of Critical Thinking Indicators
Think Indicators
Beginning
Developing
Competent
(adapted from VCC Catalog)
A student beginning to think
critically does most or many
of the following:
A student developing the
ability to think critically does
most or many of the
following:
A student completing an A.S.
or A.A. degree or certificate
program does most or many
of the following:
(1)
(2)
(3)
Accomplished
A student complete a B.S. or
B.A. degree program or an
equivalent certificate
program does most or many
of the following:
(4)
Analyzing data,
ideas, principles and
perspectives
Score_____
Reports and uses data,
ideas, principles and
perspectives inaccurately
or incompletely; uses
them inappropriately; or
omits them altogether
Reports and uses data,
ideas, principles and
perspectives with general
appropriateness,, minor
inaccuracies, and/or minor
omissions
Reports and uses data,
ideas, principles and
perspectives
appropriately, and
provides brief or cursory
analysis of these elements
Reports and uses data,
ideas, principles and
perspectives
appropriately, accurately
and provides in-depth
analysis of these elements
Applying facts,
formulas and
procedures correctly
Score_____
Uses facts, formulas or
procedures incorrectly or
inappropriately; or omits
them altogether
Uses facts, formulas or
procedures appropriately
with only minor
inaccuracies and/or minor
omissions
Uses facts, formulas or
procedures of a discipline
appropriately and
accurately
Uses facts, formulas or
procedures of a discipline
appropriately, accurately
and with understanding
Presenting multiple
points of view
Score_____
Presents a single solution
or position that includes
inaccuracies and/or
inconsistencies; and/or
fails to present a solution
or position
Presents a single
appropriate solution or
position with only minor
inaccuracies or
inconsistencies
Explains two appropriate
solutions or perspectives,
briefly but accurately
Explains appropriate
alternative solutions or
points of view—both pro
and con—accurately and
in-depth
Drawing wellsupported
conclusions or
solutions
Score_____
Does not support a
conclusion, produces an
incorrect solution, and/or
omits this altogether
Attempts a conclusion or
solution; and/or produces
a general or weak
conclusion or solution
Produces a appropriate
brief summary or an
abbreviated solution
Produces conclusions that
are well-supported by
evidence and explanation
Creativity
Score_____
Rote repetition of what
has been read or heard
with no apparent
digestion/internalization
Paraphrases others’
primary views or
interpretations adjusted
for context of situation
Integrates ideas, data,
views or solutions from
more than one
perspective or discipline
Offers fresh perspective or
interpretation, grounded
in sound analysis of facts,
formulas, or procedures
Integrate a Rubric
into your course
• Share the rubric with students; hand out
copies
• Create opportunities for students to use
the rubric
– self-assessment of own work
– peer reviews- assessment of others’ work
• Use the rubric vocabulary when
appropriate in your class presentations,
assignments, assessments, and feedback
Integrate the Rubric
into your course
• Provide feedback using the rubric format,
categories & vocabulary
• If you permit students to revise & resubmit work, have students link their
revisions
There is a convenient CT Post-It feedback
template available at the Curriculum Office
intranet site.
CT Post-It
Your Progress as a Critical Thinker
Beginning →
Developing →
Competent →
Accomplished
Analyzing information: make data, ideas or concepts meaningful
Mostly
Inaccurate
Accurate
Accurate
Precise
Check your facts
􀂃 Include more information
􀂃 Explain examples clearly
CT Post-It continued
• Applying formulas, procedures, principles or themes
• Not Appropriate
Appropriate
Relevant
Insightful
•
•
•
•
􀂃 Use the right formulas/procedures
􀂃 Clearly state the theme/thesis
􀂃 Apply principles in new ways
􀂃 Use these in everyday life
•
•
•
•
•
•
Presenting multiple solutions, positions or perspectives
Singular
Dualistic
Multiplistic
Balanced
􀂃 Identify more than one solution
􀂃 View the issue in two or more ways
􀂃 Balance opposing viewpoints
􀂃 Include your own point of view
CT Post-It continued
Drawing well-supported conclusions
• Illogical
Reasonable Logical Perceptive
• 􀂃 Draw a logical conclusion
• 􀂃 Include all important points in your conclusion
• 􀂃 Include your thinking in concluding
Synthesizing ideas into a coherent whole
• Fragmented
Consistent
Coherent
Unified
• 􀂃 Use your examples to support your theme/thesis
• 􀂃 Arrange your information in the best or most logical order
• 􀂃 Be sure your solution is consistent with formulas and principles
you use
Integrate the CT Rubric
into your course
• Have students reflect on own critical
thinking behaviors using a specially
designed CT student survey
This student survey “Measuring My Critical
Thinking” is available at the Curriculum
office intranet site.
Measuring My Critical Thinking
---A student survey
•
1.
•
•
•
(a) Generally, I can report what I have read or heard with only a few mistakes.
For example:
􀂃 When there are reading comprehension questions, I usually get most of them right.
•
•
•
􀂃 When a friend gives me directions to her house, I can find it without getting lost.
•
•
When I analyze information, data (facts and figures), or ideas, either at work or in class…
(b) I can figure out how to use data and ideas to solve problems or complete assignments that are similar to examples I have
seen.
For example:
􀂃 When I see the examples in the textbook, I understand how to do the homework.
•
•
•
•
•
􀂃 After we studied the Renaissance in humanities, I could pick out a Renaissance painting.
•
•
•
•
•
􀂃 I try to work problems the way they are done in the book, but sometimes I get the wrong answer.
•
􀂃 Once I determine how to solve a problem, I can help other students understand how to solve it.
(c) I often copy the work of others and still may make mistakes.
For example:
􀂃 I like it when the teacher gives me a copy of the notes because mine don't make much sense.
(d) I can provide in-depth analysis of the data or ideas that I use to solve problems or complete assignments.
For example:
􀂃 At work I take calls all day long. I can interpret, research, and respond to any question about my area.
Measuring My Critical Thinking
There is a similar section of items for
students to answer for each category of
CT included in the rubric.
Optimize your course design
• Use your syllabus to examine your
instructional activities, assignments,
assessments, and evaluations.
• You can create a matrix or map of these
actions and the rubric categories or you
can just eyeball each activity.
Critical Thinking Map
Legend: I=Introduce R=Reinforce A=Apply F=Assess & feedback E=Evaluate
Blue font= Some suggested additions or redesign
Critical Thinking Categories
HIST 1301
Analyzing Data &/or
Perspectives
Applying facts &/or
procedures
Presenting multiple
viewpoints
Well supported
conclusions or
solutions
Creativity;
integrating own
views
Instructional Activities
Mtg 1
I
Mtg 3
R
Mtg 4
I
I
A
Mtg 5
R
I
Mtg 6 Visit museum
R
R
Mtg 7
R
R
Mtg 14
A
A
A Discussion of different
viewpoints
R
I
A
Assignments
A1
A/F
A2
A/F
A3
A/F
A4
A5
A/F
A6
A present more than one
perspective
A7
A8 Reflective essay
A
A
A
A
A
A
Assessments
Quiz 1
Test 1
A
Test 4 & Lab
A
Final Exam
A
A/F
A
Open Discussion
• Briefly list your in-class activities,
assignments and assessments you
currently use.
• Does each one focus on at least one
rubric category?
• Are the weakest categories of student
performance addressed sufficiently?
Open Discussion
• Are there any rubric categories for which
you have no activity, assignment or
assessment opportunity ?
• How might you tweak one of your existing
activities to provide such an opportunity?
Teaching to promote critical
thinking• Open with a provocative question
germane to your field
• Ask students to explain how they arrived
at their opinion or position or solution
Teaching to promote critical
thinking• Talk about being aware of consciously
selecting styles of thinking, depending on
the purpose or situation. Show students
that it is somewhat analogous to selecting
a writing style appropriate to the situation,
purpose and audience.
Teaching to promote critical
thinking• Make students aware of your disciplinary
approach to a problem or issue in contrast to
other disciplines
• Have a student address a problem or issue from
the disciplinary view under study ( i.e. historian
or scientist) and from another perspective (i.e.
economist or artist)
• Highlight the difference that a person’s filter
brings to understanding a situation or problem
CT Teaching Tools
•
Ccccd.edu/Curriculum Office/Faculty
Development
1. Critical Thinking rubric
2. Critical Thinking Post-It feedback guide:
3. Student survey: “Measuring My Critical
Thinking”