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Building Rubrics The World’s BEST Chocolate Chip Cookie
Rubrics are …
• A method of gathering quantitative data on student assignments
• Can be linked to specific course & program student learning outcomes
• A means of decreasing time spent on grading, while increasing consistency in grading across sections, courses, programs, colleges
• Come in multiple formats: Checklist Rubrics, Scoring Guide Rubrics, Descriptive Rubrics.
Checklist Rubric
Dimensions Present
Context and purpose for writing
Content development
Genre and disciplinary conventions
Sources and evidence
Control of syntax and mechanics
Checklist rubrics generally provide dimensions, but there is not a scale or any performance indicators
Scoring Guide Rubric
• Scoring guide rubrics generally provide a scale, but not performance indicators • Unacceptably low inter-rater reliability
Dimensions 1 Weak 2 3 4 5 Strong
Context and purpose for writing
Content development
Genre and disciplinary conventions
Sources and evidence
Control of syntax and mechanics
Descriptive Rubric
• Based on a course or program student learning outcome
• Dimensions for achievement of student learning outcome (Proficiency) • generally listed on the Y-axis
• Scale • generally placed on the X-axis • 3-6 point scales
• Performance indicators • Descriptions of observable behaviors/performances that
indicate each point on the scale for each dimension
WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]
5 4 3 2 1
Context of and Purpose for Writing
Includes considerations of
audience, purpose, and
the circumstances
surrounding the writing
task(s).
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).
Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).
Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
Assign a one
to
any work
sample
that does not
meet
the minimum
college-level
performance,
defined in
cell 2.
Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Uses appropriate and relevant content to develop and explore ideas through most of the work.
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
Genre and Disciplinary Demonstrates detailed Demonstrates consistent Follows expectations Attempts to use a Conventions attention to and successful use of important appropriate to a specific consistent system for Formal and informal rules execution of a wide range of conventions particular to a discipline and/or writing basic organization and inherent in the conventions particular to a specific discipline and/or task(s) for basic presentation. expectations for writing in specific discipline and/or writing task(s), including organization, content, particular forms and/or writing task (s) including organization, content, and presentation academic fields (please organization, content, presentation, and stylistic see glossary). presentation, formatting, and
stylistic choices choices
Sources and Evidence Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Demonstrates an attempt to use sources to support ideas in the writing.
Descriptive Rubrics
• Analytic: each performance indicator is assigned a numerical value
• Labor and time intensive
• Best used for ‘drilling down’ into data
• Holistic: a single score is assigned for the whole performance
• Quick scoring (labor and time efficient)
• Single score masks exact performance on each indicator
• Best used for large-scale assessment
• Hybrid: merges both analytic and holistic elements
• Can be tailored to a specific assignment
• A way to assess course-level and program-level at the same time
Analytic Rubrics • Each criterion is scored independently
• Most commonly used for evaluating course work
Holistic Rubrics • Each student performance or work is assigned a single score
• Most commonly used for evaluating program outcomes
Merging Rubrics
• Determine course andassignment requirements
• Set a point-value system
• Add department approvedprogram-level dimensions atthe bottom of the rubric
GRADE 1.5/6 = D CXC Formal Written Communication Scoring Guide
Student Name: Tara Rose
Criteria Not
Applicable 1
(Weak) 2 3 4 5 6
(Strong)
Co
urs
e-L
evel
Gra
din
g IN
PU
T
Grade: 6 = A 5 = B+ 4 = B 3= C+ 2 = C 1 = D NA = F
The writing meets the assignment’s specifications.
The writing contains clear organization and structure. The reasoning is logical. The writing is adequately developed with evidence, details, and/or examples.
The language used is appropriate to the audience and purpose for the writing. The wordings, phrasings, and sentence structure are correct.
General Education
Assessment INPUT
Written Communication Proficiency Holistic Scoring
Not College Level Work
Benchmark Milestone 2 Milestone 3 Capstone
CXC Formal Written Communication Scoring Guide
assignment specifications
clear organization
and structure logical
evidence, details, and/or
examples
audience and
purpose sentence structure Rubric Mean
General Education
Written Communication
Proficiency Holistic Scoring
Co
urs
e-Le
vel G
rad
ing
OU
TPU
T
Tara R. 2 1 1 1 2 2 1.5
Benchmark = 1
Josiah N. 3 4 3 3 4 4 3.5 Milestone = 2
Sandi G. 5 6 5 4 5 4 4.8 Milestone = 3
Stephenie F. 4 4 4 3 4 3 3.67 Milestone = 2
Tori G. 4 4 4 3 2 3 3.33 Milestone = 2
Bobby M. 3 3 3 3 4 3 3.17 Milestone = 2
Degree Program Level Assessment OUTPUT
Average Score 3.50 3.67 3.33 2.83 3.50 3.17
% with 4 score or higher
50%
67% STRENGTH
50%
17% WEAK
67% STRENGTH
33%
Rubric Testing Considerations
Valid • Peer / Student review
• Test with students work samples
• Revise as needed and test again
• Transparency – • Is the assessment purpose
and objectives clearly stated? • Is there scoring detail for each
objective? • Are the objectives measured
through the scoring detail? • Is everything in alignment?
Reliable • Interrater – do scores vary
from multiple raters?
• Intrarater – do scores vary from a single rater over time?
• Transparency – • Are the scoring categories well
defined? • Are the differences between
the score categories clear? • Would two independent raters
arrive at the same score for a given response based on the scoring rubric?
Barbara M. Moskal & Jon A. Leydens (2000) Colorado School of Mines
Using Rubrics for Collecting Assessment Data
• Transparency • Students should be provided with assessment rubrics
• Ideally, the rubrics chosen for program assessment are also used for course grading
• Rubrics should be used in conjunction with artifact maps for assessment planning
Activity
LOVE Purple LIVE Gold GEAUX Assess, but first…COFFEE
Join us for Geaux Assess Coffee Talk - Nov 30 and Dec 21 8-9am in 336 T Boyd Hall (fall/spring semesters only).
This is an informal opportunity for colleagues to share their assessment for learning experiences, ask questions about Taskstream, or just enjoy good company and good coffee.
No reservation needed – just show up.
Getting in touch is easy!
Tara A. Rose, Director of Assessment
Josiah Nyangau, Assistant Director of Assessment
Tori Greenwood, Coordinator
