I liked the idea of giving rubrics a test-run by grading past work. I think it should be standard to do that when those charged with developing rubrics create them. I think another good test would be to provide a few teachers with rubrics and the same papers to grade and then see how uniform the grading is. Big variations may well mean a rubric is not clear enough.
Nancy Tosh
Clarity and fairness are paramount to developing a rubric.
Creating rubrics is a dynamic and ongoing process. There are lots of resources and templates available to create rubrics.
I did not realize that there were websites dedicated to rubric development. I will use one to help me through the rubric building process.
There are templates and starting points available on the internet when making a rubric
In this module we learned how to build a rubric and all the different aspects of a rubric and why each are important.
I didn't know about the rubric building websites. I was well aware that there are countless example rubrics to look at online, but rubric building sites sound like a great resource. Another thing that I found illuminating is the idea that rubrics should contain from 3-5 outcomes. I usually use more, but perhaps that is a bit overwhelming.
There are a number of sources out there for making a good rubric, but make sure no matter what that you have a concise and fair rubric.
There are several online resources to help one create a rubric that will help one take into account all the criteria necessary for covering all components required. That being said Rubrics need to be fair and have clarity so there is no misunderstanding about what expectations are of the students.
Rubrics should be reliable, valid, and fair.
This was helpful: Searching the Internet for rubrics themselves may also be more productive that building your own.
From this topic, I have learnt that it is essenitla to consider a number of factors while designing a rubric. An example of such factors include hte purpose of the rubric, its type and the range and scoring scales. such consdierations provides a room for the development of a relevant rubric.
There are specific terms that are part of the "rubric world" and that have a specific definition in this context. These terms are commonly utilized as part of a comprehensive assessment plan. Many of these terms have been used throughout this course.
I found several already made for my class and thats where I am going to start. I can edit them as needed to make them my own.
A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades. There are two types of rubrics: holistic and analytical.
Holistic rubrics: Holistic rubrics group several different assessment criteria and classify them together under grade headings or achievement levels. For a sample participation rubric, see the Appendix of this teaching tip. Our Responding to Writing Assignments teaching tip includes holistic rubrics specifically designed for writing assignments. See also Facione and Facione's (1994) "Holistic Critical Thinking Rubric [PDF]," useful in many disciplines.
Analytic rubrics: Analytic rubrics separate different assessment criteria and address them comprehensively. In a horizontal assessment rubric, the top axis includes values that can be expressed either numerically or by letter grade, or a scale from Exceptional to Poor (or Professional to Amateur, and so on). The side axis includes the assessment criteria for each component. Analytic rubrics can also permit different weightings for different components.
References:
1. Facione, P. & Facione, N. (1994). The holistic critical thinking rubric [PDF].Insight Assessment/California Academic Press.
2. Rhodes, T. (2009). Assessing outcomes and improving achievement: Tips and tools for using the rubrics. Washington, DC: Association of American Colleges and Universities.
3. Huba, M. E., & Freed, J.E. (2000). Using rubrics to provide feedback to students. In Learner-centered assessment on college campuses (pp. 151-200). Boston: Allyn & Bacon.
4. Lewis, R., Berghoff, P., & Pheeney, P. (1999). Focusing students: Three approaches for learning through evaluation. Innovative Higher Education, 23(3), 181-196.
5. Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107-121.
6. Stevens, D. & Levi, A. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.). Virginia: Sylus.
7. Stevens, D., & Levi, A. Introduction to rubrics companion site.
8. iRubric: an online rubric design system for using, adapting, creating, and sharing rubrics.
when creating a rubric you must make sure it is fair, using the correct language and focus to the outcomes
A rubric is very different from a checklist. Rubrics need to include scales, descriptors and criteria. Rubrics need to be specific to an assignment.There are several available tools to assist in its development. The rubric must establish the content, be clear, be practial, and be fair event to those who English is not the primary language.
There are several resources for building rubrics. Be sure to test and re-test rubrics. Provide various examples of products scored by various levels of rubrics.
It is essential to plan to spend time developing the rubrics and to ensure that the students understand the expectations.
I've learned that building a Rubric is a complex process that requires many levels of organization that will help students learn how to draw out main ideas from a topic they are studying and submitting an assignment on. Students can evaluate themselves and their peers to help meet the requirements listed in a Rubric.
