Rubrics - Research and Enterprise Committee presentation (UoN)

3. Why rubrics? • Clarify learning goals from the offset • Design materials and activities that address those goals • Communicate those goals to students • Guide feedback on students’ progress • Assess products to degree to which the goals are met Andrade, 2005 • Comparing the quality of a student's work with fixed criteria and ‘standards’ is educationally more defensible than making comparisons with how other students in the course perform on the same or equivalent tasks Sadler, 2009

4. The flip side Source: http://introductiononlinepedagogy.pbworks.com/w/page/20123554/Rubrics

5. Recommended model PLAN TEACH ASSESS REFLECT Rubric design based on learning outcomes Score student work using rubric Look for patterns Identify common areas of strengths and weaknesses Make adjustments to teaching based on reflections Adapted from Stevens & Levi, 2013 Emphasise the use of rubrics

6. How have they been used? • Blogs • Presentations • Media files • Turnitin

7. In practice Rubrics set out expectations to aid the student to understand what they’re being graded against Develops/drives a level of professionalism and enables me to provide more timely feedback Rubrics let students know how their grade was calculated and where they could improve their work Moderation can take place immediately and feedback is ready to be released speedily Rubrics give the marker confidence that you can been more objective then subjective Makes calculating the overall grade easier when using a multifaceted approach to assessment criteria

8. Challenges • Usability – Saving – Integration • Intuitiveness – Importing/exporting – Saving • Moderation

9. References − Andrade (2005), Teaching with Rubrics: The Good, the Bad, and the Ugly. College Teaching, [online] Available at: http://www.uri.edu/assessment/uri/guidance/documents/Andrade_2005_Teachingwithrubrics.pdf − McKinney, A (2009), Introduction to Online Pedagogy, Assessment and Evaluation, Rubrics. [online] Available at: http://introductiononlinepedagogy.pbworks.com/w/page/20123554/Rubrics − Sadler, R, D., 2009, Indeterminacy in the use of preset criteria for assessment and grading, Assessment and Evaluation, 34:2, 159-179 − Stevens, D. D. and Levi, A. J., 2013. Introduction to Rubrics. Virginia: Stylus Publishing − University of Manchester, Rubrics – What are they? Why and how should I use them? [online] Available from: http://www.elearning.eps.manchester.ac.uk/rubrics-what-are-they-and-why-and- how-should-i-use-them/

10. Contact • Adel Gordon – University of Northampton – Adel.Gordon@northampton.ac.uk – @adelgordon – http://blogs.northampton.ac.uk/learntech

Notas do Editor

A scoring tool that lays out the specific expectations for an assignment. Marking criteria…Breaks down levels of achievement and lays out descriptions of what would constitute achievement of that grade. And weights the criteria…
Where as a lot of student feel that rubrics help with their learning by setting out goals, tutors perspectives of using rubrics tend to lean towards the grading advantages... they serve a good purpose of marking, enabling them to mark consistently and with more objective focus. It also enables the justification of grades more clearlyThe definitions defined in the marking criteria provide detailed explanations of what a student must do to demonstrate a skill, proficiency, or criterion in order to attain a particular level of achievement. Excellent, very good, good satisfactory etc... So scoring, or marking, work based on these definitions makes the students job of interpreting the tutors judgment more easy to understand the targets for their learningAndrade reported that in areas where resistance/hesitation to rubrics existed resulted from a lack of understanding of the learning and teaching benefits of a rubric. It was felt that tutors would be more receptive if they understood how rubrics can enhance learning and teaching.
What affects reliability? To what extent could a grade be reproduced under different conditions?Holistic approaches (grading and feeding back without the use of a rubric) often produce a different grade to a more analytical approach (with a rubric). Which one should take precedent? Is tweaking the rubric to match the holistic grade ethical?Philosophically speaking, you're using rubrics anyway... How do you make a judgment without criteria? You're making a judgment, therefore criteria is involved. Your internal rubric, if not specific, could change from paper to paper.
Teaching model adapted slightly from Introduction to Rubrics by Stevens and Levi. Northampton CAIEROS- module development process- teaching teams start from scratch - learning and teaching specialist - learning technologist - librarian - student- support and align assessment with learning outcomes, activities- use a rubric to layout criteria, aligned with LOs* appropriate/understandable languageA few studies that I've read promote the design of rubrics for assessment with the students. Positing that students are more likely to use one if they played a part in designing it than when it see it only as a way for the tutor generate grades. > takes us back to "emphasising the use of rubrics to students"... I would like to look into the use of a rubric for the module development process for programme/module design and evaluating programmesAt Northampton we use a module development process where teaching teams start from scratch to develop a module. Throughout this process the teaching team, together with a learning and teaching specialist, learning technologist, student and librarian set out learning outcomes, activities etc to support and align assessment with outcomes. Using a rubric to lay out the criteria for the assessments - aligned with learning outcomes - makes everything really simple as long appropriate/understandable language is used in the marking criteria.
This backs up the theory – lots of comments about improvement of student work; ability to be more objective; timely; understand the criteria that student’s work is being assessed against.When marking in teams consistency needs to be monitored. In the Tii case study on marker was marking much more harshly than the others which, because of problems with moderation (later), wasn't picked up until after grades were released.

Rubrics - Research and Enterprise Committee presentation (UoN)

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Notas do Editor