112 pages
152 x 227mm
ISBN-10: 1 57922 115 7
ISBN-13: 978 157922 115 7
Pub date: June 2004,
Published by Stylus Publishing, LLC
Subject: Higher Education
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
* 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.
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
Author: Dannelle D. Stevens is Associate Professor, Department of Curriculum and Instruction, Portland State University. Antonia J. Levi is Associate Professor, University Studies, Portland State University.
Reviews:
'This wonderfully compact introduction to rubrics will serve higher education teachers well regardless of discipline or level of instruction. Stevens and Levi take the reader through the process of constructing rubrics, varied forms of rubrics, and a multitude of ways to use rubrics. I especially applaud the student-centered approaches to rubric development. When departments or groups of faculty use rubrics as described in this book, they will indeed achieve the 'academic currency' sought today in higher education.' -- Amy Driscoll, director of Teaching, Learning and Assessment at California State University, Monterey Bay
'A total gap has long existed in higher education for a user's reference that aids in the important task of design and use of rubrics. Stevens and Levi are the first to step forward to fill this gap, which in itself would make the book a success. Its strengths are in the detail and extensive examples. As the title states, this is a book that emphasizes the tool and methods of use. It serves as a valuable resource for the new user in a content discipline and belongs in every faculty developer's library.' -- Edward Nuhfer, Director, Center for Teaching and Learning, Idaho State University
'I was thrilled to come across this book, as there are so few texts out there that address the use of rubrics in the college classroom. Stevens and Levi have done a laudable job of conveying the rationale for using such a grading tool in higher education, and have provided, generously, many outstanding examples. What I find most compelling is that it is so much more than an introduction: Stevens and Levi provide an effective blueprint for the creation of one's own customized rubrics. This a much-needed new resource.' -- Adrielle A. Mitchell, Department of English, Nazareth College