Introduction to rubrics : an assessment tool to save grading time, convey effective feedback, and promote student learning
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Bibliographic Information
Introduction to rubrics : an assessment tool to save grading time, convey effective feedback, and promote student learning
Stylus Publishing, 2005
- : pbk
Available at / 23 libraries
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Library of Education, National Institute for Educational Policy Research
: pbk377.15||245121100365
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Note
Includes bibliographical references (p. 111-112) and index
Description and Table of Contents
Description
You need rubrics if: you find yourself repeating the same comments on most student papers; you worry that you're grading the latest papers differently from the first; you're concerned about communicating the complexity of a semester-long assignment; you question the consistency of your and your colleagues' grading scales; and grading is taking up far too much of your valuable time. Research shows that rubrics save professors' time while conveying meaningful and timely feedback for students, and promoting self-regulated and independent learning. The reason rubrics are little used in higher education is that few faculty members have been exposed to their use. At its most basic a rubric is a scoring tool that divides an assignment into its component parts and objectives, and provides a detailed description of what constitutes acceptable and unacceptable levels of performance for each part. Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more. This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching. The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation. They demonstrate how interactive rubrics - a process involving assessors and the assessed in defining the criteria for an assignment or objective - can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.
Table of Contents
- I. An introduction to rubrics
- Chapter 1- What is a rubric?
- Do you need a rubric?
- What are the parts of a rubric?
- Part-by-part development of a rubric
- Part 1: Task description
- Part 2: Grading scale
- Part 3
- Dimensions
- Part 4: Descriptions of the dimensions
- Creating your first rubric: Is it worth the time and effort?
- Chapter 2- Why use rubrics?
- Rubrics provide timely feedback
- Rubrics provide detailed feedback
- Rubrics encourage critical thinking
- Rubrics facilitate communication with others
- Rubrics help us refine our teaching
- Rubrics level the playing field
- Chapter 3- How to Construct a Rubric
- Four key stages in constructing a rubric
- Stage One: Reflecting
- Stage Two: Listing
- Stage Three: Grouping and Labeling
- Stage Four: Application
- Construction of a scoring guide rubric
- Construction of a 3 to 5 level rubrics
- II. Rubric construction and use in different contexts
- Chapter 4- Rubric Construction and the Classroom
- Involving students in rubric construction
- Five models of collaborative rubric construction
- I. The Presentation Model
- II. The Feedback Model
- III. The Pass-the-Hat Model
- IV. The Post-it Model
- V. The 4X4 Model
- Chapter 5- Rubric Construction with Teaching Assistants, Tutors or Colleagues
- Involving teaching assistants in rubric construction
- Involving other tutorial staff in rubric construction
- Involving colleagues in rubric construction
- Chapter 6- Grading with Rubrics
- Performance Anchors: Being consistent and focused
- Detailed, formative feedback: Gaining speed
- Individualized, flexible feedback: A trade-off
- Summative feedback: Assigning grades
- Grading our own teaching
- Evaluating our own rubrics: Metarubrics
- Chapter 7- Variations on a theme
- Discipline-specific rubrics. Science: laboratory rubric
- Business Management: Classroom participation rubric
- Graphics Design: Sophomore portfolio review rubric
- Rubrics for assignments done in stages: ""Staged""rubrics
- Several rubrics for one assignment: ""Multiple"" rubrics
- References
- Appendices
- A. Blank rubric format: 3 level rubric
- B. Blank rubric format: 4 level rubric
- C. Blank rubric format: 4 level rubric, landscape format
- D. Blank rubric format: Scoring guide rubric
- E. Interview analysis paper scoring guide rubric
- F. Leading a class discussion scoring guide rubric
- G. Portland State University Studies Program Rubric: Ethical Issues
- H. Portland State University Studies Program Rubric: Holistic Critical Thinking
- I. Portland State University Studies Program Rubric: Quantitative Literacy
- J. Portland State University Studies Program Rubric: Writing
- K. Portland State University Studies Program Rubric: Diversity
- L. Website Information: Introduction to Rubrics.
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