Rubrics: From Creation to Use in Learn@UW John Thomson DoIT Academic Technology, jcthomsonjr@doit.wisc.edu Beth Fahlberg School of Nursing, fahlberg@wisc.edu.

Rubrics: From Creation to Use in Learn@UW

John ThomsonDoIT Academic Technology, jcthomsonjr@doit.wisc.eduBeth FahlbergSchool of Nursing, fahlberg@wisc.edu

Introduction to rubrics

1.Examples, benefits, drawbacks

2.Electronic rubrics in D2L (Learn@UW)

3.Experiences in a teaching team

4.Group work

5.Quick demonstration

What is a rubric?

Traditional rubric used in grading

Benefits of using rubrics

•

• Facilitates feedback

• Promotes grading consistency

Provides direction for students before and after an assignment

Drawbacks of traditional* rubrics* Paper or document file rubric

• Cumbersome & inefficient

Process of grading using doc file rubrics

1. Open/ find student assignment

2. Open correct rubric file

3. Remember to save the rubric as a new file with the student's name in a place you can find it later

4. Grade assignment & enter feedback

5. Add up points

6. Enter grade in online gradebook

7. Upload correct file for correct student and assignment

Drawbacks of traditional* rubrics* Paper or document file rubric

•

• Challenging to use information for assessment of learning outcomes

Possibility of error at several points

Paper RubricsSuch Fun!

http://magazine.uchicago.edu/0106/features/

WHAT IF???

Rubrics could be efficient as well as effective?

Rubrics in Learn@UW

Learn@UW Rubric- graded assignment

Learn@UW Rubric performance feedback

Grades & feedback easily edited & transferred from rubric to gradebook

Benefits of Learn@UW Rubrics

• Saves time!!

• Reduces error

• Promotes effective communicationo Faculty-studento Faculty-faculty

• Ease of access & revision

Experiences of teaching team

Barb King

Paul Larson

Fanglin Kuo

• Rubrics were efficient for grading papers

• Promoted consistency and communication between graders

Nursing 433 Fall 2012

Clinical assessment rubric

Document converted to online format, piloted with one group at two points in time

Challenges:

• Making criteria specific enough

• Differentiating between each level

Additional challenges with graded rubrics

• Ensuring assigned points are internally consistent with expectations and syllabus

Nursing 319, Spring 2013

Experiences using L@UW rubric for clinical performance evaluation

• At clinical site

• Reading weekly journals

Better & more frequent feedback for students

Streamlined evaluation process

Observations of performance and learning easily entered:

Rubric development in Learn@UW

1.Plan

2.Draft in D2L

3.Publish to grade student work

Rubric development in Learn@UW

Lingo:

• Analytic vs Holistic

• Criteria & Levels

• Range

Best used in:

• Dropbox

• Gradebook

Be sure to distinguish between different criteria

Group work: creating a rubric

Find a partner!

Using one of the example assignments, or one of your own, draft a rubric.

Use the VALUE rubric as an example of good level definitions.

Be ready to trade your rubric with another pair.

Resources

VALUE rubrics from AACU - institutional rubrics for essential learning outcomes

http://www.aacu.org/value/rubrics/

iRubric - example rubrics from a number of disciplineshttp://www.rcampus.com/indexrubric.cfm

Rubrics orientation in Desire2Learn (Learn@UW)https://kb.wisc.edu/27857

Creating & Editing a Rubrichttps://kb.wisc.edu/27621

Thanks!

Q&A