Benefitting from Rubrics A carefully designed rubric can offer a number of benefits to instructors.
The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion.
How familiar are students with important names, events, and places in history that they will need to know as background in order to understand the lectures and readings e. How are students applying knowledge and skills learned in this class to their own lives e.
To what extent are students aware of the steps they go through in solving problems and how well can they explain their problem-solving steps e. How and how well are students using a learning approach that is new to them e.
Using Specific Types of CATs Minute Paper Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment. Give students one to two minutes to write a response on an index card or paper.
Collect their responses and look them over quickly.
Their answers can help you to determine if they are successfully identifying what you view as most important. Muddiest Point This is similar to the Minute Paper but focuses on areas of confusion.
Problem Recognition Tasks Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class.
Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem.
Documented Problem Solutions Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step. Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework.
Directed Paraphrasing Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words e.
Provide guidelines about the length and purpose of the paraphrased explanation. Applications Cards Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.
Student-Generated Test Questions A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam.
Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam.
Below are some strategies that you can use to do this. Complete the assessment task yourself or ask a colleague to do it to be sure that it is doable in the time you will allot for it. From Angelo, Thomas A.
A Handbook for College Teachers.The original VALUE initiative in involved teams of faculty and other educational professionals to develop 16 VALUE rubrics for the LEAP Essential Learning Outcomes. Each rubric was developed from the most frequently identified characteristics or criteria of learning for each of the 16 learning outcomes.
Drafts of each rubric were then tested by faculty with their own students’. (group presented accurate & relevant information, appeared knowledgeable about the case studies assigned and the topic discussed, offered strategies for dealing with the problems identified in the case .
In our case, we are going to take a hospital as the source of rubric grading. This will act as the main source. Thus assigned a task to diagnose a condition given brief description and the results of a patient in the hospital, a grading rubric is provided to assist in assessing of the patient.
DEBATE GRADING RUBRIC. On the right side of the rubric, please write the number representing what you think was the performance level of the debate team in question for each criterion below. Using Classroom Assessment Techniques.
Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension. How to Create and Use Rubrics for Formative Assessment and Grading. by Susan M. Brookhart. Table of Contents. Chapter 1.
What Are Rubrics and Why Are They Important? The word rubric comes from the Latin word for red.
and this was the case for each class. Self-reflection.