Is Your Rubric Getting in the Way?
Strategies for Developing and
Analyzing Rubrics
Eric Haas
Scottsdale Community College
Outline
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•
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SCC’s Assessment Strategy
Development of Rubrics
Problems with Rubrics
Simple Solutions
Thinking About the Future
HLC Site Visit
Simple Changes
Stop
baby seals
seals
Stop clubbing,
clubbing baby
Once again, punctuation saves lives
Juxtacognition
Structure vs. Freedom
Spaghetti vs. Waffles
WOVeN Model
Written
Oral
Visual
Numerical
Critically
Analyze
 Reading research
articles
 Reading literature
 Reading magazine
or newspaper
articles
 Listening to
speeches
 Listening to lectures
or presentations
 Exploring visual art
 Examining graphs
and figures
 Examining physical
specimens or
objects
 Exploring physical
demonstrations
 Working with
numbers and
formulas
 Examining data and
statistics
 Exploring
spreadsheets
Effectively
Communicate
 Writing essays
 Writing journals or
reaction papers
 Writing research
reports
 Presenting speeches
 Debating topics
 Explaining thoughts
or positions
 Creating visual art
 Creating graphs and
figures
 Creating physical
objects
 Creating data
 Creating
spreadsheets
 Creating statistics
Rubrics
Reporting Results
“ENG101 students demonstrated an average of
16.3 out of 20 (81.5%) on the Written
Communication rubric.”
But How Do We Use That Data?
“ENG101 students demonstrated an average of
16.3 out of 20 (81.5%) on the Written
Communication rubric.”
Criterion-Based Outcomes
“545 out of 625 (87.2%) ENG101 students
achieved the 70% competency level on the
Written Communication Rubric.”
Criterion Profile
Written Communication Outcomes Profile
4
3.5
3.7
3.3
3.2
3
2
1
0
1.9
Can We Get Even More Precise?
Written Communication Outcomes Profile
2
1.9
1.8
1.6
1.9
1.7
1.8
1.7
1.6
1.4
1.5
1.6
1.5
1.4
1.2
1
0
1.7
1.1
0.9
1.2
Written Communication Outcomes Profile
100%
9
73
6
71
11
7
4
9
52
62
73
63
Mastery
37
18
0%
23
31
Competence
23
22
Developing
Future Considerations
Pros
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Precise feedback
Actionable data
Faculty can see the benefit
Encourages “scaffolding”
Cons
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Worse reliability?
Reductionistic
Overwhelming data?
Demands precise rubrics
Creating a Rubric
• Choosing Learning Outcomes
– What are the things that a “successful” student should
be able to do after the class, etc.?
• Measureable
– What would tell you that a student can do those
things? What would they be able to do?
• Organize
– Which outcomes are related to each other?
Questions?
eric.haas@scottsdalecc.edu