Intro to rubrics

R elevant, U ser-friendly B enchmarks; R einforcing I nstruction; C ultivating S uccess Intro to Rubrics for TWTI Fall 2011

Teaching as a Subversive Activity ,[object Object],[object Object],[object Object],[object Object]

Today’s Objectives ,[object Object],[object Object],[object Object]

I can’t explain it. It just wasn’t an A paper. ~ pre-rubric educators

Getting the Lay of the Land: Defining The Jargon ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why Rubrics? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Jargon Cont’d ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Jargon Cont’d ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Jargon Cont’d ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Jargon Cont’d ,[object Object],[object Object],[object Object],[object Object],[object Object]

Validity is Key ,[object Object],[object Object],[object Object]

If the only tool you have is a hammer, you tend to see every problem as a nail. ~ Abraham Maslow

Add Rubrics to Your Toolkit; Don’t Throw Out Other Tools ,[object Object],[object Object],[object Object],[object Object]

Let’s Not Reinvent the Wheel ,[object Object],[object Object],[object Object],[object Object],[object Object]

2. Showing You the Sights ,[object Object],[object Object]

Question 1: What dimensions ensure highest quality? ,[object Object],[object Object],[object Object],[object Object]

Some Usual Dimensions ,[object Object],[object Object],[object Object],[object Object],[object Object]

Some Usual Dimensions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Or adopt a learning theory

Question 2 How many levels of achievement/performance to include? ,[object Object],[object Object],[object Object],[object Object]

Question 3: What is a clear description at each level? ,[object Object],[object Object],[object Object]

Question 4: What rating scheme/ weighting of dimensions do I use? ,[object Object],[object Object],[object Object]

Question 5: What worked and what didn’t? ,[object Object],[object Object],[object Object]

Rubrics Recap ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How eLearn@Mohawk can assist ,[object Object],[object Object],[object Object],[object Object],[object Object]

How eLearn@Mohawk can assist ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Beginning (0-12 points) Proficient (13-16 points) Advanced (17-20 points) Score 1. Determine the Extent of the Information Needed (20 points) Creates an unfocused or unmanageable research question. Student identifies few or no relevant information tools. Formulates a question that is focused and clear. Student identifies concepts related to the topic, and identifies some useful information tools to meet the information need. Formulates a research question that is focused, clear, and complete and identifies key concepts. Student identifies most or all relevant information tools in various potential formats. 2. Access the Needed Information Effectively (20 points) Uses information tools poorly and gathers information that lacks relevance, quality, and balance. Executes an appropriate research strategy. Student solves problems by finding a variety of relevant information resources and evaluates search effectiveness. Implements a clear and focused research strategy, uses tools effectively, and finds information that directly fulfills the information need. 3. Evaluate Information and Its Sources Critically (20 points) Uses inadequate criteria to judge information quality. Student makes little effort to examine the information located for reliability. Examines information using criteria such as authority, credibility, relevance, timeliness, and accuracy, and makes good judgements about what to keep and what to discard. Compares and evaluates multiple and diverse sources and viewpoints according to specific criteria appropriate for the discipline. 4. Use Information Effectively to Accomplish a Specific Purpose (20 points) Shows little evidence of incorporating information into their knowledge base. Student uses information poorly to accomplish a specific purpose. Often uses appropriate information and evidence to support their claims and conclusions and to accomplish a specific purpose. Effectively synthesizes and integrates information from a variety of sources, draws appropriate conclusions, and clearly communicates ideas to others to accomplish a specific purpose. 5. Use Information Ethically (20 points) Inadequately cites ideas and information of others. Cites ideas and information of others with few errors. Consistently and accurately cites ideas and information of others.

Analytic Rubric Example CRITERIA/ DIMENSION LEVEL OF ACHIEVEMENT/PERFORMANCE Excellent Good Needs Improvement Load supported greater than 12 kg 6 to 12 kg less than 6 kg Weight of bridge less than 30 grams 30 to 60 grams over 60 grams Bridge span greater than 385 mm 360 to 385 mm less than 360 mm Ability of matchbox car to roll across bridge does not stop stops 1 or 2 times stops 3 or more times or cannot roll entire length of bridge

Intro to rubrics

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Intro to rubrics