Rubrics --- tools in teaching Presented by the 2009 QEP Assessment Team Sonja Andrus, Salena Brody, Kathleen Fenton, Regina Hughes, Meredith Martin, Tracey.

Rubrics --- tools in teaching

Presented by the

2009 QEP Assessment TeamSonja Andrus Salena Brody Kathleen Fenton Regina Hughes Meredith Martin Tracey

McKenzie Karen Stewart Martha Tolleson David Weiland and David Wood

Rubrics as Tools

framework to judge quality of a work

with common ndash Vocabularyndash Categoriesndash Criteria or standards

Rubric Value for Instructors

bull Defines what student success looks like

bull Provides consistency in judgments

bull Focuses feedback

bull Informs focus of instruction

bull Reduces student confusion and arguments about grading

Rubric Value for Students

bull Know what countsmdashcan focus their study and their work

bull Can self-assess their work and revise before submission

bull Have a context for understanding their weak areas to focus improvement efforts

bull Continual reinforcement of important knowledge skills amp abilities

Rubric vocabulary

bull Categories that represent elements of a concept

Critical thinking category examples

bull Analysis of facts and thoughts

bull Application of facts and processes to a situation

bull Acknowledging opposing views

Adapted from Valencia Community CollegeRubric of Critical Thinking Indicators

Think Indicators(adapted from VCC

Catalog)

Analyzing data ideas principles and perspectives

Score_____

Applying facts formulas and procedures correctlyScore_____

Presenting multiple points of

viewScore_____

Drawing well-supported

conclusions or solutionsScore_____

CreativityScore_____

Adapted from Valencia Community CollegeRubric of Critical Thinking Indicators

Think Indicators(adapted from VCC

Catalog)

BeginningA student beginning to

think critically does most or many of the following

(1)

DevelopingA student developing the ability to think critically

does most or many of the following

(2)

CompetentA student completing an

AS or AA degree or certificate program does

most or many of the following

(3)

AccomplishedA student complete a BS or BA degree program or an equivalent certificate program does most or many of the following

(4)

Analyzing data ideas principles and perspectives

Score_____

Applying facts formulas and procedures correctlyScore_____

Presenting multiple points of

viewScore_____

Drawing well-supported

conclusions or solutionsScore_____

CreativityScore_____

Adapted from Valencia Community CollegeRubric of Critical Thinking Indicators

Think Indicators(adapted from VCC

Catalog)

BeginningA student beginning to

think critically does most or many of the following

(1)

DevelopingA student developing the ability to think critically

does most or many of the following

(2)

CompetentA student completing an

AS or AA degree or certificate program does

most or many of the following

(3)

AccomplishedA student complete a BS or BA degree program or an equivalent certificate program does most or many of the following

(4)

Analyzing data ideas principles and perspectives

Score_____

Reports and uses data ideas principles and

perspectives inaccurately or

incompletely uses them inappropriately

or omits them altogether

Reports and uses data ideas principles and

perspectives with general accuracy

minor inaccuracies andor minor omissions

Reports and uses data ideas principles and

perspectives accurately and

provides brief or cursory analysis of

these elements

Reports and uses data ideas principles and

perspectives accurately and

provides in-depth analysis of these

elements

Applying facts formulas and procedures correctlyScore_____

Presenting multiple points of

viewScore_____

Drawing well-supported

conclusions or solutionsScore_____

CreativityScore_____

Adapted from Valencia Community CollegeRubric of Critical Thinking Indicators

Think Indicators(adapted from VCC

Catalog)

BeginningA student beginning to

think critically does most or many of the following

(1)

DevelopingA student developing the ability to think critically

does most or many of the following

(2)

CompetentA student completing an

AS or AA degree or certificate program does

most or many of the following

(3)

AccomplishedA student complete a BS or BA degree program or an equivalent certificate program does most or many of the following

(4)

Analyzing data ideas principles and perspectives

Score_____

Reports and uses data ideas principles and

perspectives inaccurately or

incompletely uses them inappropriately

or omits them altogether

Reports and uses data ideas principles and

perspectives with general

appropriateness minor inaccuracies

andor minor omissions

Reports and uses data ideas principles and

perspectives appropriately and provides brief or

cursory analysis of these elements

Reports and uses data ideas principles and

perspectives appropriately accurately and

provides in-depth analysis of these

elements

Applying facts formulas and procedures correctlyScore_____

Uses facts formulas or procedures incorrectly or inappropriately or omits them altogether

Uses facts formulas or procedures

appropriately with only minor inaccuracies

andor minor omissions

Uses facts formulas or procedures of a

discipline appropriately and accurately

Uses facts formulas or procedures of a

discipline appropriately

accurately and with understanding

Presenting multiple points of

viewScore_____

Presents a single solution or position

that includes inaccuracies andor

inconsistencies andor fails to present a

solution or position

Presents a single appropriate solution or

position with only minor inaccuracies or

inconsistencies

Explains two appropriate solutions

or perspectives briefly but accurately

Explains appropriate alternative solutions or

points of viewmdashboth pro and conmdash

accurately and in-depth

Drawing well-supported

conclusions or solutionsScore_____

Does not support a conclusion produces an incorrect solution

andor omits this altogether

Attempts a conclusion or solution andor

produces a general or weak conclusion or

solution

Produces a appropriate brief summary or an abbreviated solution

Produces conclusions that are well-supported

by evidence and explanation

CreativityScore_____

Rote repetition of what has been read or heard

with no apparent digestioninternalizatio

n

Paraphrases othersrsquo primary views or interpretations

adjusted for context of situation

Integrates ideas data views or solutions from

more than one perspective or

discipline

Offers fresh perspective or interpretation

grounded in sound analysis of facts

formulas or procedures

Integrate a Rubricinto your course

bull Share the rubric with students hand out copies

bull Create opportunities for students to use the rubricndash self-assessment of own workndash peer reviews- assessment of othersrsquo work

bull Use the rubric vocabulary when appropriate in your class presentations assignments assessments and feedback

Integrate the Rubricinto your course

bull Provide feedback using the rubric format categories amp vocabulary

bull If you permit students to revise amp re-submit work have students link their revisions

There is a convenient CT Post-It feedback template available at the Curriculum Office intranet site

Your Progress as a Critical Thinker Beginning rarr Developing rarr Competent rarr Accomplished Analyzing information make data ideas or concepts meaningful Mostly Inaccurate Accurate Accurate Precise

Check your facts 1048707 Include more information 1048707 Explain examples clearly

CT Post-It

CT Post-It continued

bull Applying formulas procedures principles or themes bull Not Appropriate Appropriate Relevant

Insightful bull 1048707 Use the right formulasprocedures bull 1048707 Clearly state the themethesis bull 1048707 Apply principles in new ways bull 1048707 Use these in everyday life

bull Presenting multiple solutions positions or perspectives bull Singular Dualistic Multiplistic Balanced bull 1048707 Identify more than one solution bull 1048707 View the issue in two or more ways bull 1048707 Balance opposing viewpoints bull 1048707 Include your own point of view

CT Post-It continued

Drawing well-supported conclusionsbull Illogical Reasonable Logical Perceptive bull 1048707 Draw a logical conclusion bull 1048707 Include all important points in your conclusion bull 1048707 Include your thinking in concluding

Synthesizing ideas into a coherent whole bull Fragmented Consistent Coherent Unified bull 1048707 Use your examples to support your themethesis bull 1048707 Arrange your information in the best or most logical order bull 1048707 Be sure your solution is consistent with formulas and principles you use

Integrate the CT Rubricinto your course

bull Have students reflect on own critical thinking behaviors using a specially designed CT student survey

This student survey ldquoMeasuring My Critical Thinkingrdquo is available at the Curriculum office intranet site

Measuring My Critical Thinking ---A student survey

bull 1 When I analyze information data (facts and figures) or ideas either at work or in classhellip

bull (a) Generally I can report what I have read or heard with only a few mistakes bull For example bull 1048707 When there are reading comprehension questions I usually get most of them right

bull 1048707 When a friend gives me directions to her house I can find it without getting lost bullbull (b) I can figure out how to use data and ideas to solve problems or complete assignments that are similar to examples I have

seen bull For example bull 1048707 When I see the examples in the textbook I understand how to do the homework

bull 1048707 After we studied the Renaissance in humanities I could pick out a Renaissance painting bullbull (c) I often copy the work of others and still may make mistakes bull For example bull 1048707 I like it when the teacher gives me a copy of the notes because mine dont make much sense

bull 1048707 I try to work problems the way they are done in the book but sometimes I get the wrong answer bullbull (d) I can provide in-depth analysis of the data or ideas that I use to solve problems or complete assignments bull For example bull 1048707 At work I take calls all day long I can interpret research and respond to any question about my area

bull 1048707 Once I determine how to solve a problem I can help other students understand how to solve it

Measuring My Critical Thinking

There is a similar section of items for students to answer for each category of CT included in the rubric

Optimize your course design

bull Use your syllabus to examine your instructional activities assignments assessments and evaluations

bull You can create a matrix or map of these actions and the rubric categories or you can just eyeball each activity

Critical Thinking MapLegend I=Introduce R=Reinforce A=Apply F=Assess amp feedback

E=EvaluateBlue font= Some suggested additions or redesign

HIST 1301 Critical Thinking Categories

Analyzing Data ampor Perspectives

Applying facts ampor procedures

Presenting multiple viewpoints

Well supported conclusions or solutions

Creativity integrating own views

Instructional Activities

Mtg 1 I

Mtg 3 R I I

Mtg 4 A

Mtg 5 R I

Mtg 6 Visit museum R R

Mtg 7 R R A Discussion of different viewpoints

R I

Mtg 14 A A A

Assignments

A1 AF

A2 AF

A3 AF

A4

A5 AF

A6 A present more than one perspective

A7

A8 Reflective essay A A A A A

Assessments

Quiz 1 A A

Test 1 A

Test 4 amp Lab A AF

Final Exam A

Open Discussion

bull Briefly list your in-class activities assignments and assessments you currently use

bull Does each one focus on at least one rubric category

bull Are the weakest categories of student performance addressed sufficiently

Open Discussion

bull Are there any rubric categories for which you have no activity assignment or assessment opportunity

bull How might you tweak one of your existing activities to provide such an opportunity

Teaching to promote critical thinking-

bull Open with a provocative question germane to your field

bull Ask students to explain how they arrived at their opinion or position or solution

Teaching to promote critical thinking-

bull Talk about being aware of consciously selecting styles of thinking depending on the purpose or situation Show students that it is somewhat analogous to selecting a writing style appropriate to the situation purpose and audience

Teaching to promote critical thinking-

bull Make students aware of your disciplinary approach to a problem or issue in contrast to other disciplines

bull Have a student address a problem or issue from the disciplinary view under study ( ie historian or scientist) and from another perspective (ie economist or artist)

bull Highlight the difference that a personrsquos filter brings to understanding a situation or problem

CT Teaching Tools

bull CcccdeduCurriculum OfficeFaculty Development

1 Critical Thinking rubric

2 Critical Thinking Post-It feedback guide

3 Student survey ldquoMeasuring My Critical Thinkingrdquo