Presented to GETSI by Ellen Iverson, SERC, Carleton College

Developed as InTeGrate talk by David Steer

Department of Geosciences

The University of AkronFebruary 2014

Designing and Using Rubrics

Identify Module

Learning Goals

Identify learning

outcomes

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials

to match assessments

Plan Instructional Strategies to implement teaching

resources

Pilot Materials, Make changes

What are Scoring Rubrics?

Scoring rubrics are descriptive scoring schemes used to evaluate effort

• Two Major Types Holistic: set of descriptions

used to assign a score to the whole

Analytic: Set of components that are independently evaluated (sum for score)

For other types of rubrics see: http://www.utexas.edu/academic/ctl/assessment/iar/students/report/rubrics-types.php

• Determine the most important attributes needed to evaluate the Learning Outcome

• Decide analytic or holistic• Define levels

Designing Rubrics

Success Part Way There Needs Work

• Have clear criteria • Each criteria is distinct, clearly delineated and fully appropriate for the

outcome

• Have distinctive levels• Each level is distinct and progresses in a clear and logical order

• Can be used reliably by multiple raters• Provide guidance to learners

• Rubric serves as primary reference point for discussion and guidance for program/supporting outcome as well as evaluation of assignment(s)

• Support Metacognition• Rubric is regularly referenced and used to help learners identify the

skills and knowledge they are developing throughout the program

Good Rubrics …

Holistic Example

Outcome: Students will demonstrate the ability to properly process and interpret

data

0 1 2 3 4

Unacceptable Poor Acceptable Good/Solid Exemplary Score

Student unable to process or interpret data sets without significant

errors.

Student processes and interprets data sets with significant errors.

Student processes and interprets data sets with some errors.

Student processes and interprets data sets with only minor errors.

Student properly processes and interprets each data set.

Analytic Example

Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles in their

curriculum

Identify Module

Learning Goals

Identify learning

outcomes

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials

to match assessments

Plan Instructional Strategies to implement teaching

resources

Pilot Materials, Make changes