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1. To Examine/Discuss Key ASSESSMENT
PREMISES
2. To Define the term “Rubric/Scoring Rubric”
3. To Review Key Strengths of Scoring Rubrics.
4. To Review the Key Components of a Scoring
Rubric
4. To Provide Time for Workshop Participants to
explore Different Rubric Types
5. To Examine/Discuss Key Limitations
associated with Scoring Rubrics
1.
2.
The primary goal for TEACHING is to
stimulate (student) LEARNING.
Assessment, rightly conceived, is a
TEACHING and LEARNING TOOL.
Assessment measure learning and
stimulates learning.
UNK eLuncheon
Thursday, November 14, 2013
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Students are (should be) the most important
users of assessment results.
Feedback from assessment tasks can help
students in setting, goals, assuming
responsibility for their own LEARNING, and
becoming more independent LEARNERS.
Assessments impact how students feel about
LEARNING.
1.
2.
What type(s) of assessment is most likely to
encourage / maximize student learning?
What type of assessment most powerfully aligns
with the knowledge, skills, or
dispositions/attitudes that are the key learning
goals?
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In the mid-15th century, rubric referred to
headings of different sections of a book.
In recent decades, educators created a new
meaning: teachers who scored students' written
compositions began to use the term to describe
the rules that guided their scoring.
The use of rubrics expanded – now used to assess
the quality of student work and program quality
in a myriad of disciplines.
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A Scoring Rubric:
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Communicates expectations of quality around a task.
Delineates consistent criteria for grading.
Allows teachers and students alike to evaluate criteria,
which can be complex and subjective.
Provides a basis for self-evaluation, reflection, and peer
review.
Strives to provide an accurate and fair assessment
Fosters understanding and indicates a way to proceed
with subsequent learning/teaching.
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Focuses upon a specific learning goal, target, or
outcome (Example: Writing Quality)—PRODUCT or
PROCESS Outcomes
Specifies one or more dimensions that serve as the
basis for judging the quality of a student’s work
(Example: Ideas, Organization, Word Choice,
Fluency, Voice, Conventions)
Provides an explanation for each dimension.
Establishes a scale of values on which to rate each
dimension (Numeric (1-2-3-4); Words
(Unacceptable-Acceptable-Exemplary). Are all
Dimensions of Equal Value?
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Analytic Rubric: Specifies at least two
dimensions to be assessed at each performance
level and provides a separate score for each.
Holistic Rubric: Provides a single score based on
an overall impression of a student's performance
on a task. Key dimensions are collapsed into one
statement/category.
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WHICH WORKS BEST FOR YOU?
1.
2.
3.
4.
Find and adapt an existing rubric! Much good
work has already been done—the wheel may have
already been invented!
Evaluate the usefulness of the rubric. Does it align
with the outcome(s) being assessed? Is it Useful?
Feasible? Manageable? Practical?
Collect samples of student work that exemplify
each point on the scale or level? Share Examples
with Students.
Expect to revise the rubric to make it better.
1. Hand out the rubric with the assignment so
students will know your expectations and how
they'll be graded.
2. Use the rubric to grade student work and return
the rubric with the grading on it.
3. Consider involving students in creating the rubrics
–foster increased student ownership?
4. To facilitate student ownership, ask students to
use the rubrics to assess the quality of their work
and/or the work of peers.
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Conceptual Problems – Alfie Kohn
Practical Problems – A Math Problem
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Do the Math Problem!
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There is no (good) choice!
If I pick the four scale, there is nothing in between 75%
and 100% which means that in order to get ‘honors’ (over
80%), I have to assign a perfect grade.
If I pick the four scale, there is nothing in between barely
passing 50% and 75%. That’s a large leap.
If I pick the five scale, it is awfully tempting to just pick
60% as it is a pretty average grade that lots of kids might
fit.
If I pick the five scale, there is nothing between 40% and
60%, so someone who I’m not comfortable with getting
80% will get the same 3/5 mark as someone I was not
comfortable with giving a 40% failing grade.
I guess I could give half marks with the 4 and 5 scales.
Where ut do I draw the line?
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Assessing Outcomes – With a Rubric! 
Outstanding – All Learning Goals were Effectively
Addressed and the Food was Good
Good – Most Learning Goals were adequately
addressed and the Food was Good
Okay – I don’t remember the Learning goals but
the Food was Good.
Ouch – The Food was Good and I forget what the
presentation was about!