Effective Grading: Using Rubrics to Increase Grading Efficiency and Student Learning CTLE Moodle...
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Transcript of Effective Grading: Using Rubrics to Increase Grading Efficiency and Student Learning CTLE Moodle...
Effective Grading: Using Rubrics to Increase Grading Efficiency and Student Learning
CTLE Moodle LunchApr. 03, 2014
Spencer Benson, Director Center for Teaching and Learning Enhancement
"Teaching is leading students into a situation in which they can only
escape by thinking"
What are Rubrics Tools for assessment management
Helps keep grading consistent Promote student learning Help students understand what is
expected Convey consistent feedback Help students understand their
grade Save time
Why Use a Rubric? Allows for increased consistency of grading Saves time and effort Provide timely feedback to students Helps prepare students to use feed back Facilitates communication about assignments
and criteria (transparency) Enhances student learning and engagement Refines and improves one’s teaching
Student Feedback(focus groups 2009)
Students prefer transparency in grading If given the choice, students prefer having grading
rubrics and assessment criteria made clear They need clarification of meaning:
having the criteria/rubrics explained to them more concretely (e.g., what is meant by ‘coherent’, ‘critical’ or ‘accurate’), or having samples that demonstrate different grades.
Improves student learning, engagement, and “happiness” Inconsistence between different tutors in giving
feedback/grade is often a source of confusionThis is detrimental to everyone, teachers and students
Student Feedback(focus groups 2009, student names have been changed)
Kitty (business): “May be there are guidelines which say that you have to finished ABCDE, but they only provide you with adjectives. A is you do it very well and is very comprehensive, C is you do something wrong. Then what is the meaning of you do something wrong and you are comprehensive…So I think it can be more transparent to let students know.”
Becky: “When you do certain steps in lab practice, the tutor thinks you are correct. But when it comes to be assessed by another tutor, he may think that your performance is not very good… So the rating scale in assessment is different by different tutors.”
Questions - Comments?
Simple Rubrics Work Better
With the first rubric: A diverse faculty panel scored samples of student writing. We observed a wide range of differences in the scores for the same writing
With the second rubric: A diverse panel of graduate students gave consistent scoring of a large sample of student writings
Rubrics Provide Consistency
Distribution of Scores
Rubrics Allow Novice Graders To Be Consistent and Faster
Introduction to Biology BSCI106Very large multi-section introductory course20 - 24 sections, with 13-15 GTAs
Major learning object is the lab report which is significant part of the grade
By developing and using a standard coded rubric we were able to:Reduce grading timeIncrease consistency across sectionsIdentify general area were students were weak
BSCI106 Lab Report Rubric
Oral Report Rubric
Outstanding Good Marginal Unacceptable
Content Material related to thesis; all points clearly made; material related to seminar theme
Many good points related to the seminar theme, thesis
Great deal of information not clearly connected toseminar theme, thesis of author
Thesis not clear and the information presented not related to the author’s thesis or seminar theme
Coherence and
Organization
Examples appropriate; presentation flows well; well-organized; within 3-5 minutes of the allotted time
Mostly logical and organized; need better transitions; within 5-7minutes of the allotted time
Concepts and ideasloosely connected;choppy; lacks clear transitions; within 8-10 minutes of the allotted time
Quite choppy, disjointed; no correspondence to author’s ideas; beyond 10 minutes of the allotted time
Speaking Skills
Poised, clear articulation; enthusiasm for the material; confidence, good volume, eye contact with peers
Clear articulation but not as polished
Some mumbling; little eye contact;little or no expression
Inaudible; no eye contact; disinterested; spoke in a monotone
Audience Response
Involved the audience and maximized their learning with a handout; presentation generated questions
Involved the audience most of the time; handout not as polished
Tended to go off topic; lost the audience at times; no handout or hastily prepared
Incoherent; off topic; audience lost interest; no handout or use of blackboard to guide audience
INDIVIDUAL REPORT RUBRIC
Outstanding (5)
Good (4)
Marginal (3)
Unacceptable(1)
Content XCoherence
and Organization
X
Speaking Skills
X
Audience Response
X
SCORE = __16__ x 5 = ___80__ Individual Report Grade
Questions Comments?
Questions Comments?
Less build a rubric for a different assignment
A Three Level RubricDimensions Exemplary
Do this firstCompetent
Then do this one last
DevelopingDo this next
…….
……..
……..
…………..
Share your rubric with the person side of you
Things to Consider Adapt existing rubrics Use the rubric as a short cut to reduce
grading time Check boxes Circle the characteristics
Provide the rubric with the assignment Makes grading more transparent Helps students know what is expected
Involve students in developing the rubric This can be a powerful learning activity
Contact Information Spencer Benson, Ph.D. DirectorCentre for Teaching and Learning Enhancement (CTLE)Professor Faculty Health Sciences
Email: [email protected]
Web site [email protected]
“TEACHING IS LEADING STUDENTS INTO A SITUATION IN WHICH THEY CAN ONLY ESCAPE BY
THINKING”