Rubrics: Rubric Creation
Liam Mason (Unlicensed)
Rubrics, Rubrics, Rubrics!
Identify key landmarks in a rubric
Critique written rubric criteria
Write rubric criteria
Assessment 101
Differences between…
Assessment and Accreditation
Norm- v. Criterion-referenced
Formal v. Informal
Formative v. Summative
Stats or any kind of statistical analysis
“Feelings” about assessment
Simply collecting data
A means of evaluating faculty
Merely a compliance activity
Something that will go away
An excuse to retire
Start with the objectives as transparent statements of what is learned
Develop assessment that “test” achievement of the objective
Dissect the finalized assignment into measurable, observable objective statements that become the rubric criteria
Read all of the rubric criteria to determine if the assessment and rubric criteria are evidence of achieving the objective
Course Objectives | This Rubric Alignment |
1 | Rows 1, 2 |
2 |
|
3 | Rows 3, 4, 5 |
4 | Rows 6, 7, 8 |
5 |
|
No Alignment | Rows 9, 10, 11 |
This assumes:
Every rubric criteria can be aligned to a course objective
Every extraneous rubric criteria is identified as not aligned
More important rubric criteria (i.e., aligned to more important objectives) may be assigned greater point values
Greater point values are distributed according to more important course objectives
More important course objectives demand more rubric criteria in terms of frequency, rigor and point value
Match Acceptable level verbs to verbs in the course objectives
| Unacceptable (2.4) | Approaching (3.2) | Acceptable (3.6) | Exceeding (4) |
OP1. The student will... | Generally, missing, avoided, ignored or misrepresented. | Generally, close to Acceptable with some notable behaviors missing or extenuated. | Generally, meets the basic expectation for the assignment. | Generally, meets the basic expectation and has some other qualities that illustrate extra knowledge, skill, or effort. |
Break down the objective into specific criteria related to the assignment
Demonstrate Rubric layout in Canvas
ACTIVITY: Select or create an objective NOT a title. Make a list of operationalized ways of observing its achievement. Provide Blooms for idea generation.
| Unacceptable (2.4) | Approaching (3.2) | Acceptable (3.6) | Exceeding (4) |
The student predetermines the spoken content of the presentation. | A distracting amount of the presentation is read verbatim from the slides, mostly “screen reading” | Most of the presentation is read from paraphrased notes or outlines, some verbatim reading from notes or screen reading | All of the presentation is read from paraphrased notes or outlines, minimal verbatim reading from notes or screen reading | The entire presentation is paraphrased from notes or outline, no verbatim reading from notes or screen reading |
Focus on verbs and nouns not adjectives (well, at least superlatives...for now)
Describe what is “passing” or “complete”
Make changes in Canvas Rubric
ACTIVITY: Create the acceptable performance level descriptor.
| Unacceptable (2.4) | Approaching (3.2) | Acceptable (3.6) | Exceeding (4) |
The student predetermines the spoken content of the presentation. | A distracting amount of the presentation is read verbatim from the slides, mostly “screen reading” | Most of the presentation is read from paraphrased notes or outlines, some verbatim reading from notes or screen reading | All of the presentation is read from paraphrased notes or outlines, minimal verbatim reading from notes or screen reading | The entire presentation is paraphrased from notes or outline, no verbatim reading from notes or screen reading |
Describe what is considered minimal effort, lacking in content, missing substance.
Make changes in Canvas Rubric
ACTIVITY: Create the lowest performance level descriptor.
| Unacceptable (2.4) | Approaching (3.2) | Acceptable (3.6) | Exceeding (4) |
The student predetermines the spoken content of the presentation. | A distracting amount of the presentation is read verbatim from the slides, mostly “screen reading” | Most of the presentation is read from paraphrased notes or outlines, some verbatim reading from notes or screen reading | All of the presentation is read from paraphrased notes or outlines, minimal verbatim reading from notes or screen reading | The entire presentation is paraphrased from notes or outline, no verbatim reading from notes or screen reading |
Describe what is “just shy” of Acceptable
Make changes in Canvas Rubric
ACTIVITY: Create the Approaching performance level.
| Unacceptable (2.4) | Approaching (3.2) | Acceptable (3.6) | Exceeding (4) |
The student predetermines the spoken content of the presentation. | A distracting amount of the presentation is read verbatim from the slides, mostly “screen reading” | Most of the presentation is read from paraphrased notes or outlines, some verbatim reading from notes or screen reading | All of the presentation is read from paraphrased notes or outlines, minimal verbatim reading from notes or screen reading | The entire presentation is paraphrased from notes or outline, no verbatim reading from notes or screen reading |
Describe what is beyond Acceptable
Make changes in Canvas Rubric
ACTIVITY: Create the exceeding performance level.
| Unacceptable (2.4) | Approaching (3.2) | Acceptable (3.6) | Exceeding (4) |
The student predetermines the spoken content of the presentation. | A distracting amount of the presentation is read verbatim from the slides, mostly “screen reading” | Most of the presentation is read from paraphrased notes or outlines, some verbatim reading from notes or screen reading | All of the presentation is read from paraphrased notes or outlines, minimal verbatim reading from notes or screen reading | The entire presentation is paraphrased from notes or outline, no verbatim reading from notes or screen reading |
Review your creation for
Content - what is stated in each column?
Continuity - do the levels of performance increase or decrease appropriately
Consistency - is similar language used to reduce confusion
Sharing is caring
Find a neighbor
Review theirs (and vice versa) for the Cs
ACTIVITY: Finalize your criteria. Discuss with a neighbor.