Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2012-09-30
  • Publisher: Stylus Pub Llc
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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

Author Biography

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 Figuresp. xi
Forewordp. xv
Preface to the Second Editionp. xvii
Preface to the First Editionp. 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 Rubricp. 6
Task Descriptionp. 6
Scalep. 7
Dimensionsp. 10
Description of the Dimensionsp. 10
Creating Your First Rubric: Is it Worth the Time and Effort?p. 14
Why Use Rubrics?p. 17
Rubrics Provide Timely Feedbackp. 17
Rubrics Prepare Students to Use Detailed Feedbackp. 18
Rubrics Encourage Critical Thinkingp. 21
Rubrics Facilitate Communication With Othersp. 22
Rubrics Help us to Refine Our Teaching Skillsp. 24
Rubrics Level the Playing Fieldp. 26
Conclusionp. 28
How to Construct a Rubricp. 29
Four Key Stages in Constructing a Rubricp. 29
Reflectingp. 30
Listingp. 32
Grouping and Labelingp. 35
Applicationp. 37
Construction of a Scoring Guide Rubricp. 38
Construction of a Three- to Five-Level Rubricp. 39
Conclusionp. 45
Rubric Construction and Use in Different Contexts
Rubric Construction and the Classroomp. 49
Involving Students in Rubric Constructionp. 49
Five Models of Collaborative Rubric Constructionp. 53
The Presentation Modelp. 54
The Feedback Modelp. 56
The Pass-the-Hat Modelp. 58
The Post-it Modelp. 60
The 44 Modelp. 62
Conclusionp. 64
Rubric Construction with Others: Teaching Assistants, Tutors, or Colleaguesp. 65
Involving Teaching Assistants in Rubric Constructionp. 65
Involving Tutorial Staff in Rubric Constructionp. 67
Involving Colleagues in Rubric Constructionp. 68
Conclusionp. 72
Grading with Rubricsp. 73
Performance Anchors: Being Consistent and Focusedp. 74
Detailed, Formative Feedback: Gaining Speedp. 74
Individualized, Flexible Feedback: A Trade-Offp. 78
Summative Feedback: Assigning Gradesp. 84
Grading Our Own Teaching Methodsp. 89
Evaluating Our Own Rubrics: Metarubricsp. 93
Conclusionp. 93
Making it Yoursp. 95
Should You Use Ready-Made Rubrics at All?p. 95
Using Online Rubricsp. 97
The Four Stages of Rubric Modificationp. 98
Case Studyp. 101
Conclusionp. 106
Rubrics for Learning from Experiencep. 109
Learning From Experience for Traditional Assignmentsp. 110
Rubrics for Classroom/Lab/Studio Behaviorsp. 114
Rubrics for Service Learningp. 118
Rubrics with Community-Based Partnersp. 122
Conclusionp. 123
Rubrics and Online Learningp. 127
Rubric for Participating in an Online Discussion Forump. 129
Rubric for Creating a Wiki Page for Online Group Workp. 133
Rubric for Peer Review of a Draft Version of a Final Projectp. 135
"Nuts and Bolts" of Using Rubrics Onlinep. 137
Contribution of Rubrics to a "Sense of Presence" in Online Teachingp. 140
Conclusionp. 143
Rubrics and Teaching Improvementp. 145
Horton Uses a Rubric: A Case Studyp. 145
Using Rubric Dimensions to Organize Notes Taken While Gradingp. 146
Creating an "Expanded Grade Book"p. 149
A Teaching Model: Four Phases of Teachingp. 151
Conclusionp. 156
Rubrics for Self-Assessment and Career Advancementp. 159
Rubric for Writing a Teaching Philosophy Statementp. 160
Rubric for the Scholar-Educatorp. 163
Rubric for a Narrative for Promotion and Tenurep. 169
Conclusionp. 175
Rubrics and Program Assessmentp. 177
The Walvoord Basic, "No-Frills" Department Assessment Methodp. 178
Portland State's University Studies "Frills-Included" Annual Assessmentp. 180
The Value Rubrics "All-Frills-Inclusive" Assessment Packagep. 182
Rules for Good Program Assessment Using Rubricsp. 184
Epilogue: The Rubrics Manifestop. 187
Referencesp. 191
Appendicesp. 193
Mini-Lesson 1: Writing a Task Descriptionp. 195
Mini-Lesson 2: Writing Student Learning Outcomes (SLOs)p. 196
Blank Rubric Format for a Four-Level Rubric, Landscape Formatp. 197
Blank Rubric Format for a Scoring Guide Rubricp. 199
Portland State University Studies Program Rubric: Ethical Issuesp. 200
Portland State University Studies Program Rubric: Holistic Critical Thinkingp. 201
Portland State University Studies Program Rubric: Quantitative Literacyp. 203
Portland State University Studies Program Rubric: Writingp. 204
Portland State University Studies Program Rubric: Diversityp. 206
Website Information for Introduction to Rubricsp. 207
Indexp. 209
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