Rubric Design Workshop
Dr. Julie Horton
Dr. Gary Moorman
Dr. David Koppenhaver
Appalachian State University
Dr. Eman Zaki, Qatar University
Workshop Organizers
Office of Faculty & Instructional
Development, College of Education,
Qatar University
Appalachian State University
University of San Diego
Workshop Outcomes
•
By the end of the workshop you are
expected to:
•
•
•
•
Develop a deeper understanding of rubric
design
Understand the relationship between
interactive teaching and the use of rubrics
Describe basic principles of rubric design
Construct at least one rubric for use in your
own classroom
Overview of the Workshop
•
•
•
•
•
Discussion of rubrics
Theoretical overview
Specific examples of rubrics
Write a rubric for your own discipline
Review and questions
Rubrics Discussion
•
•
•
•
What does the word “rubric” mean to
you?
Are you currently using rubrics in your
teaching? If so, how?
What obstacles do you see in using
rubrics?
What would you like to learn about
rubrics?
Rubric
•
A rubric is a form of assessment that
evaluates student performance based
on specific criteria known to both
student and teacher
•
•
Should be handed out before the
assignment
Criteria may vary based on the expertise of
the student
Theoretical Background:
Levels of Understanding
•
•
•
Knowledge guides performance
Both knowledge and performance can be
assessed precisely
Four levels of understanding (Wiske, 1998):
•
•
•
•
Beginning
Developing
Apprentice
Expert
Beginning Understanding
•
•
•
•
Knowledge based on personal
experience
Knowledge construction viewed as
unproblematic
Application of knowledge is not
considered
Non-reflective
Developing Understanding
•
•
•
Partially examined knowledge and
surface level analysis
Knowledge construction is mechanistic
and step by step
Validation of knowledge is based on
external authority
Apprentice Level
•
•
•
Performances of understanding
grounded in disciplinary knowledge
Construction of knowledge complex
Relationship between disciplinary
knowledge and outside life
Expert Level
•
•
•
Understanding is integrative, creative
and critical
Construction of knowledge is driven by
conflicting frameworks and worldviews
Learner is able to combine disciplines in
their tasks
Types of Rubrics
•
•
•
•
•
•
Rubric Template
Written Report Rubric
Projects Rubric
Classroom Performance Rubric
Oral Presentation Rubric
Portfolio Rubric
Useful Internet Resources
•
4teachers.org—Rubistar
•
•
Kathy Schrok’s Guide for Educators
•
•
http://www.teach-nology.com/web_tools/rubrics/
Rubrics and Evaluation Resources
•
•
http://school.discovery.com/schrockguide/assess.html
teAchnology
•
•
http://rubistar.4teachers.org/index.php
http://www.ncsu.edu/midlink/ho.html
The Technology Applications Center for Educator
Development
•
http://www.tcet.unt.edu/START/instruct/general/rubrics.htm
Parts of a Rubric
•
•
•
•
•
Learning Objectives or Concepts to be
included in the Assignment
Criteria
Develop a grid
Share the Rubric with all students
before they begin assignment
Evaluate student work with the rubric to
determine content has been mastered.
Implementation
•
Find a partner in your discipline and
develop a rubric
Rubrics Online
•
"Rubistar Rubric Generator" (http://rubistar.4teachers.org/)
•
"Teacher Rubric Maker" (http://www.teachnology.com/web_tools/rubrics/)
•
“Rubrician” (http://www.rubrician.com/language.htm”
•
Rubrics for Web Lessons
(http://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Less
ons.html)
•
An Online Rubric Maker (http://landmarkproject.com/classweb/rubrics/)