Benefits

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“…scoring tool for qualitative rating of authentic or complex student work. It includes criteria for rating important dimensions of performance, as well as standards of attainment for those criteria. The rubric tells both instructor and student what is consider important and what to look for when assessing.” Jonsson, A. & Svingby G. (2006). The use of scoring rubrics: reliability, validity and educational consequences.

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Benefits

Help educators set goals

Communicate expectations to students

Assessment of student work more consistent

Can be customized Can use be borrowed

and reused Make scoring easier

and faster

Improve feedback to students

Make scoring more accurate

Help student self-improve

Be used across courses, across programs

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Exemplars

Student input

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Holistic Rubrics- Written generically and

can be used with many tasks

- Save time by minimizing the number of decisions raters must make

- Trained raters tend to apply them consistently, resulting in more reliable measurement

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Holistic Rubrics They do not provide

specific feedback about the strengths and weaknesses of student performance

Performances may meet criteria in two or more categories, making it difficulty to select the best description

Criteria cannot be weighted differentially

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Case Study Grading Rubric Undergraduate Percentage Scale: 0.00 – 57.49% 57.50 – 76.24% 76.25 - 93.74% 93.75 - 100%

Undergraduate Scaled Score: 0.0 – 0.6 0.7 – 2.1 2.2 - 3.5 3.6 - 4.0 % Below Standard Approaching Standard At Standard Exceeds Standard Clear explanation of key strategic issues • The problems, scope, and seriousness was clearly identified in the

discussions. • There was a well focused diagnosis of strategic issues and key problems

that demonstrated a good grasp of the company’s present situation and strategic issues.

• Effective Executive Summary • Did not waste space summarizing information already found in the case.

20% Shows little understanding of the issues, key problems, and the company’s present situation and strategic issues. Executive summary missing or poorly constructed

Shows some understanding of the issues, key problems, and the company’s present situation and strategic issues. Executive summary inadequate

Shows adequate knowledge of the issues, key problems, and the company’s present situation and strategic issues. Executive summary adequate

Shows superior knowledge of the issues, key problems, and the company’s present situation and strategic issues. Effective Executive Summary

Valid arguments; analysis of financial performance with relevant supportive detail Logically organized, key points, key arguments, and important criteria for

evaluating business strategies were easily identified Critical issues and key problems that supported the Case Analysis were

identified and clearly analyzed and supported.

20% Critical issues and key problems that supported the Case Analysis were poorly identified, analyzed, and supported.

Critical issues and key problems that supported the Case Analysis were not clearly identified, analyzed, and supported.

Critical issues and key problems that supported the Case Analysis were partially identified, analyzed, and supported.

Critical issues and key problems that supported the Case Analysis were clearly identified, analyzed, and supported.

Appropriate analysis, evaluation, synthesis for the specific industry identified There was complete data on which to base a thorough analysis Key change drivers underlying the issues were identified. Synthesis, analysis, and evaluations were clearly presented and

supported in a literate and effective manner.

20% Analysis of key change drivers and the underlying the issues inadequate.

Analysis of key change drivers and the underlying the issues were not identified.

Analysis of key change drivers and the underlying the issues were partially identified

Analysis of key change drivers and the underlying the issues were clearly identified

Conclusions and recommendations are congruent with strategic analysis Specific recommendations and/or plans of action provided. Specific data or facts were referred to when necessary to support the

analysis and conclusions. Recommendations and conclusions were presented and supported in a

literate and effective manner.

20% Effective recommendations and/or plans of action not provided. Specific data or facts necessary to support the analysis and conclusions was not provided.

Effective recommendations and/or plans of action inadequate. Specific data or facts were not referred when necessary to support the analysis and conclusions.

Effective recommendations and/or plans of action were partially provided. Specific data or facts were occasionally referred when necessary to support the analysis and conclusions.

Effective recommendations, solutions, and/or plans of action were provided. Specific data or facts were referred when necessary to support the analysis and conclusions.

Proper organization, professional writing, and logical flow of analysis. APA formatting Logically organized, key points, key arguments, and important criteria for

evaluating the business logic easily identified. Key points were supported with a well thought out rationale based on

applying specific concepts or analytical frameworks to the data provided in the case.

Proper grammar, spelling, punctuation, 3rd person objective view, professional writing, and syntax.

20% Key points were poorly identified and supported with a well thought out rationale based on applying specific concepts or analytical frameworks to the data provided in the case. Grammar, spelling, punctuation, professional writing, and syntax needs significant improvement

Key points were not identified and supported with a well thought out rationale based on applying specific concepts or analytical frameworks to the data provided in the case. Grammar, spelling, punctuation, professional writing, and syntax needs improvement

Key points were partially identified and supported with a well thought out rationale based on applying specific concepts or analytical frameworks to the data provided in the case. Adequate grammar, spelling, punctuation, professional writing, and syntax

Key points were clearly identified and supported with a well thought out rationale based on applying specific concepts or analytical frameworks to the data provided in the case. Excellent grammar, spelling, punctuation, professional writing, and syntax

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Teamwork / Group work Ethical Consideration Health Diagnosis (scroll to bottom)

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Analytic Rubric Provide useful feedback in

areas of strength and weakness in student performance

Dimensions can be weighted to reflect relative importance

Demonstrate progress over time in some dimensions when the same rubric categories are used repeatedly

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They take more time to create and use

There are more possibilities for raters to disagree.

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Making Choices

Holistic

Snapshot of achievement is sufficient

Single dimension is adequate to understand student performance

Analytical

There is a need to see relative strengths and weaknesses

Detailed feedback is needed to drive improvements

Need to assess complicated skills or performances

You want students to self-assess their understanding or performance

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Ch

alle

ng

es

of

rub

rics

May encounter something not accounted for in the Rubric Balance between detail and usability Well designed rubric requires a great deal of time Having access to exemplars Performance lies somewhere between two levels Inconsistencies in performance descriptors

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Analytical Rubric Design

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“It is your prerogative, indeed your responsibility at the designer of a rubric, to set the criteria to beassessed, and the levels of excellence to be met.”Selke, M. (2013). Rubric Assessment Goes to College: Objective, Comprehensive Evaluation ofStudent Work

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Upon what component criteria should an ice cream sundae be assessed?

What makes a “good” ice cream sundae?

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Choices of labels

Serious concerns,

unacceptable poor,

unsatisfactory, below

expectations, emerging

Basic, developing

competence

On target, acceptable,

meets expectations

Exemplary, exceeds

expectations, excellent, sophisticate

d

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1 – Needs Improvement

2- Approaching Good Quality

3 – High Quality

4-Outstanding

Whipped Topping

Sour taste or runny,Separating

Bland or loses shape quickly

Sweet; light soft, droopy swirls

Sweet, light, holds soft swirls

Writing Observable Assessment Criteria

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Be clear about how a rubric is going to be used

Rubrics can be used by faculty and students for the purposed of teaching and learning

Rubric development is a process Important to pilot test the rubric.

Summary

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AAHLE

Carneige Mellon

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“The heart of the crisis in American education isthe lonely work of teacher who often feel disconnected from administrators, colleagues, and many of their students”

Baker, P. “Creating Learning Communities: The Unfinished Agenda.” In B.A. Pescosolido and R. Aminzade (eds.), The Social Works of Higher Education. Thousand Oak, Calif.: Pine Forge Press, 1999.

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Splendid Isolationists

Demoralized Loners

Baker P., and Zey-Ferrell, M. “Local and Cosmopolitan Orientations of Faculty: Implications for Teaching.” Teaching Sociology, 1984, 12, 83-106.

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community

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Topic-based

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Mission and purposeWhere and when to meetCurriculum – what issues and topics to addressVoluntary participation