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This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. Reflecting developments since publication of the first edition, the authors have extended coverage to include: * Expanded discussion on use of rubrics for grading * Grading on-line with rubrics * Wider coverage of rubric types (e.g., holistic, rating scales) * Explicit treatment of rubric construction in student affairs * Pros and cons of working with "ready-made" rubrics * Using rubrics to improve your teaching, for developing a teaching, and for SoTL * Use of rubrics in program assessment (case study) * Application of rubrics in the arts, for study abroad, service learning and students#xE2;#xAC;" independent learning * Up-dated literature review
Dannelle D. Stevens is a tenured professor in the Department of Curriculum and Instruction at Portland State University where she has been since 1994. Whether the topic is rubrics, journal writing, action research, or academic writing, how adults reflect on what they do and act on those reflections is the centerpiece of her work. She is coauthor of Journal Keeping with Joanne Cooper. Antonia J. Levi is a professor of modern Japanese history, and taught for many years in the University Studies Program at Portland State.
Table of Contents
|List of Figures||p. xi|
|Preface to the Second Edition||p. xvii|
|Preface to the First Edition||p. xxi|
|An Introduction to Rubrics|
|What is a Rubric?||p. 3|
|Do You Need a Rubric?||p. 4|
|What are the Parts of a Rubric?||p. 5|
|Part-by-Part Development of a Rubric||p. 6|
|Task Description||p. 6|
|Description of the Dimensions||p. 10|
|Creating Your First Rubric: Is it Worth the Time and Effort?||p. 14|
|Why Use Rubrics?||p. 17|
|Rubrics Provide Timely Feedback||p. 17|
|Rubrics Prepare Students to Use Detailed Feedback||p. 18|
|Rubrics Encourage Critical Thinking||p. 21|
|Rubrics Facilitate Communication With Others||p. 22|
|Rubrics Help us to Refine Our Teaching Skills||p. 24|
|Rubrics Level the Playing Field||p. 26|
|How to Construct a Rubric||p. 29|
|Four Key Stages in Constructing a Rubric||p. 29|
|Grouping and Labeling||p. 35|
|Construction of a Scoring Guide Rubric||p. 38|
|Construction of a Three- to Five-Level Rubric||p. 39|
|Rubric Construction and Use in Different Contexts|
|Rubric Construction and the Classroom||p. 49|
|Involving Students in Rubric Construction||p. 49|
|Five Models of Collaborative Rubric Construction||p. 53|
|The Presentation Model||p. 54|
|The Feedback Model||p. 56|
|The Pass-the-Hat Model||p. 58|
|The Post-it Model||p. 60|
|The 4×4 Model||p. 62|
|Rubric Construction with Others: Teaching Assistants, Tutors, or Colleagues||p. 65|
|Involving Teaching Assistants in Rubric Construction||p. 65|
|Involving Tutorial Staff in Rubric Construction||p. 67|
|Involving Colleagues in Rubric Construction||p. 68|
|Grading with Rubrics||p. 73|
|Performance Anchors: Being Consistent and Focused||p. 74|
|Detailed, Formative Feedback: Gaining Speed||p. 74|
|Individualized, Flexible Feedback: A Trade-Off||p. 78|
|Summative Feedback: Assigning Grades||p. 84|
|Grading Our Own Teaching Methods||p. 89|
|Evaluating Our Own Rubrics: Metarubrics||p. 93|
|Making it Yours||p. 95|
|Should You Use Ready-Made Rubrics at All?||p. 95|
|Using Online Rubrics||p. 97|
|The Four Stages of Rubric Modification||p. 98|
|Case Study||p. 101|
|Rubrics for Learning from Experience||p. 109|
|Learning From Experience for Traditional Assignments||p. 110|
|Rubrics for Classroom/Lab/Studio Behaviors||p. 114|
|Rubrics for Service Learning||p. 118|
|Rubrics with Community-Based Partners||p. 122|
|Rubrics and Online Learning||p. 127|
|Rubric for Participating in an Online Discussion Forum||p. 129|
|Rubric for Creating a Wiki Page for Online Group Work||p. 133|
|Rubric for Peer Review of a Draft Version of a Final Project||p. 135|
|"Nuts and Bolts" of Using Rubrics Online||p. 137|
|Contribution of Rubrics to a "Sense of Presence" in Online Teaching||p. 140|
|Rubrics and Teaching Improvement||p. 145|
|Horton Uses a Rubric: A Case Study||p. 145|
|Using Rubric Dimensions to Organize Notes Taken While Grading||p. 146|
|Creating an "Expanded Grade Book"||p. 149|
|A Teaching Model: Four Phases of Teaching||p. 151|
|Rubrics for Self-Assessment and Career Advancement||p. 159|
|Rubric for Writing a Teaching Philosophy Statement||p. 160|
|Rubric for the Scholar-Educator||p. 163|
|Rubric for a Narrative for Promotion and Tenure||p. 169|
|Rubrics and Program Assessment||p. 177|
|The Walvoord Basic, "No-Frills" Department Assessment Method||p. 178|
|Portland State's University Studies "Frills-Included" Annual Assessment||p. 180|
|The Value Rubrics "All-Frills-Inclusive" Assessment Package||p. 182|
|Rules for Good Program Assessment Using Rubrics||p. 184|
|Epilogue: The Rubrics Manifesto||p. 187|
|Mini-Lesson 1: Writing a Task Description||p. 195|
|Mini-Lesson 2: Writing Student Learning Outcomes (SLOs)||p. 196|
|Blank Rubric Format for a Four-Level Rubric, Landscape Format||p. 197|
|Blank Rubric Format for a Scoring Guide Rubric||p. 199|
|Portland State University Studies Program Rubric: Ethical Issues||p. 200|
|Portland State University Studies Program Rubric: Holistic Critical Thinking||p. 201|
|Portland State University Studies Program Rubric: Quantitative Literacy||p. 203|
|Portland State University Studies Program Rubric: Writing||p. 204|
|Portland State University Studies Program Rubric: Diversity||p. 206|
|Website Information for Introduction to Rubrics||p. 207|
|Table of Contents provided by Ingram. All Rights Reserved.|