Writing Assignment and Rubric Design
ORU Boxed LuncheonWorkshop SeriesOctober 7, 2003
Workshop TopicsTypes of Writing AssignmentsDesigning AssignmentsCreating Rubrics
Types of Writing Assignments Informal writing-to-learn assignments
Short (in class or out of class) Not necessarily graded Used to facilitate discussion, focus a class,
provide immediate feedback, assess progress, begin a longer writing project
Formal writing assignments Longer Graded Used to assess major concept acquisition
Informal Writing-to-Learn Assignments Microtheme Response to scenario One-minute paper Class minutes Concept summary “Muddiest point” mini-essay Reading/double entry journal Invented dialogues and letters
Formal Writing Assignments
Research paper Analysis Critique Annotated bibliography Review Formal argument Editorial
Assignment Design and Assessment
Good assignment design is a prerequisite for effective assessment
Assessment tool follows from assignment design
Rubrics can be created directly from assignment design process
Designing Effective Assignments*
Assignment is explained in writing Assignment guidelines specify:
the assignment’s purpose the assignment’s audience the mode of development the assignment’s required length the assignment’s due date style and formatting requirements
*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of KansasCenter for Teaching Excellence, “Assignment Design,”www.ku.edu/~cte/resources/writing/assignment_design.html
Designing Effective Assignments*
Writing assignment is clearly linked to significant course objectives
Assessment criteria are specified (rubric) Assignment is organized and assessed in
stages Assignments vary during the semester to
reflect different levels of thinking and ability (Bloom’s taxonomy)
*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of KansasCenter for Teaching Excellence, “Assignment Design,”www.ku.edu/~cte/resources/writing/assignment_design.html
Bloom’s Taxonomy*
Bloom's Ranking of Thinking Skills
Knowledge Comprehension Application Analysis Synthesis Evaluation
List Name Identify Show Define Recognize Recall State Visualize
Summarize Explain Interpret Describe Compare Paraphrase Differentiate Demonstrate Classify
Solve Illustrate Calculate Use Interpret Relate Manipulate Apply Modify
Analyze Organize Deduce Contrast Compare Distinguish Discuss Plan Devise
Design Hypothesize Support Schematize Write Report Justify
Evaluate Choose Estimate Judge Defend Criticize
*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html
Guiding Questions for Developing Assignments* What course objectives do I hope to advance by the
writing assignment? How does this assignment fit into the overall plan for
the semester? What learning or critical thinking do I expect students
to do? (Bloom’s taxonomy) What form should the writing take? How can the project be segmented to allow feedback
or additional instruction? How am I going to assess the process and the final
product?
Guiding Questions for Developing Assignments* What elements of the rhetorical situation should be
reflected in the assignment? How will I introduce this assignment to students? Does this assignment require pre-teaching of course
concepts, technical vocabulary, research or writing skills?
Does it require special resources and/or instructions about where to find resources?
*Adapted from University of Maryland University College, “Guiding Questions forDeveloping Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of KansasCenter for Teaching Excellence, “Assignment Design,” www.ku.edu/~cte/resources/writing/assignment_design.html
Using the Rhetorical Elements to Assist in Designing Assignments
Applies to assignments or individual questions
Identifies exactly what the instructor would like the student to accomplish
Allows for flexibility among levels of required student knowledge (Freshman – Senior)
Builds the essential components of a rubric that can be used for evaluation
Original Student Assignment
Give directions for setting up a croup tent.*
*Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]
Rhetorical Elements
Establish or prompt attention to these elements: Describe context/occasion and role Provide sufficient and accurate content Identify purpose(s) Define and address audience(s) Select and organize key point(s) and
argument(s) Incorporate visuals Consider overall design
Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]
Revised Student Assignment As a communication intern in a hospital’s pediatric unit, part
of your job is to help parents increase their involvement in their child’s medical care. Write step-by-step directions with appropriate headings that will enable parents to set up a croup tent. Make sure to give reasons for using the croup tent as well as specifics of setting it up. Include appropriate definitions and illustrations as well as hints to make the set up easier. Consider the advantages of explaining why parental involvement is good (in other words, why don’t the medical personnel do everything?). Decide whether the information should be in a brochure or a one-page direction sheet.*
*Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]
Analysis of Assignment Describe context/occasion and role: location: pediatric hospital unit;
role: communication intern Define and address audience: parents of children with respiratory
problems Identify purpose: broad: increase parents’ involvement in their child’s
medical care; specific: direct parents to set up a croup tent Select content: reasons for using croup tent; rationale for parental
involvement; specifics of set up; hints to make set up easier; appropriate definitions
Organize information: chronological (“step-by-step”) Incorporate visuals: appropriate illustrations Consider overall design: headings; brochure; one-page sheet
Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]
Some Rhetorical Elements Specified by the Instructor You’re assigned as a communication intern in
a hospital’s pediatric unit to document procedures for student nurses working on their pediatric rotation. Give directions for a pair of student nurses to set up a croup tent.
Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]
Analysis of Assignment
Describe context/occasion and role: location : hospital pediatric unit; role: communication intern
Define and address audience: student nurses on their pediatric rotation
Identify purpose: broad: must be specified by student; specific: direct student to set up a croup tent
Select content: must be specified by student Organize information: must be specified by student Incorporate visuals: must be specified by student Consider overall design: must be specified by student
Proprietary material. Please do not use without specific permission.Rebecca E. Burnett / Iowa State University / 515-233-4506 / [email protected]
Can You Identify the Elements?
Observe the sample assignment labeled “Microtheme: Fallacies and Validity.”
Try to identify the rhetorical elements in this assignment.
Identifying Rhetorical Elements
Describe context/occasion and role: location : local magazine company; role: editor
Define and address audience: executive editor/boss Identify purpose: broad: evaluate submissions for accuracy
& validity; specific: identify fallacies and analyze arguments Select content: must be specified by student Organize information: must be specified by student Consider overall design: a microtheme to the executive
editor; details must be specified by student
Microtheme Rubric
Rubric follows directly from microtheme assignment
Rubric presented in writing Assessment criteria presented with the
assignment
English 305 First Day Informal Writing-to-learn Activity Designed to facilitate class discussion Short, in-class writing (approx. 10 minutes) Non-graded (no rubric) Linked to course goal regarding the liberal
arts and liberal arts education Assignment purpose explained in class Rhetorical elements included in the “scenario”
Identifying Rhetorical Elements Describe context/occasion and role: context and role: graduation,
candidate coming before independent review committee Define and address audience: independent review committee Identify purpose: broad: to demonstrate changes as a result of
education; specific: to prepare a response for the committee Select content: specific evidence of “transformed life” Organize information: student determines most persuasive
method Incorporate visuals: none Consider overall design: specific evidence must be persuasive
305 Student Responses
DiAnne Watson Senior Health and Exercise Science major
Joseph Nosak Senior Business major
Types of Rubrics
Holistic rubrics (microtheme example) Analytical rubrics Matrix rubrics
Principles of Rubric Design*
Word choice provides for consistency of interpretation promotes purposeful dialogue between
instructor and student Visual appeal
creates a “map” of what the student must attempt to achieve
placement of elements conveys their significance
*Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/ framework/rubrics/theguide.html
Principles of Rubric Design*
Student’s Role defines an active role for the student active role increases motivation
Correctives design facilitates dialogue beyond what is
wrong to what is right and how to improve what is wrong
Purpose rubric implies benefits/purpose of assignment
*Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/ framework/rubrics/theguide.html
Rubric Design Resources
RubiStar http://rubistar.4teachers.org/index.php
Rubric Design Principles Guide http://edservices.aea7.k12.ia.us/framework/
rubrics/theguide.html