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Connecting the Dots
Assessing Student Work Using the VALUE Rubrics
1:00 – 4:00
In this session, we will focus on assessing student work using the VALUE Rubrics.
Together, we will look at common work samples from students at different points in
their academic trajectory. We will identify evidence of critical thinking, quantitative
literacy, written communication, and civic engagement from those samples.
We will then connect that evidence to the appropriate domains and levels on
the VALUE rubrics. And we will consider the implications of what we learn for
our own practice in the classroom.
viewer people than i expected.
group work, our group was charged with connecting the dots: assessing student work using the value rubrics
written communication value rubric
Using Rubrics as a Defense Against Grade Appeals
Sydney Fulbright, PhD,
Rubrics provide the criteria for assessing students’ work. Giving students the rubric along with the assignment can clarify the instructor’s expectations. A rubric allows for much quicker, fairer, and more transparent grading. After an instructor grades 30 essays, fairness can become secondary to exhaustion. Following the rubric takes less time, and doing so allows grading the first essay to look exactly like grading the last essay. Students will be less likely to say, for example, “She got a 3 on this section, and I got a 2 for almost the same content.”
more on rubrics in this IMS blog:
Rubrics: An Undervalued Teaching Tool
Stephanie Almagno, PhD
Here are five different ways to apply the same rubric in your classroom.
1. A Rubric for Thinking (Invention Activity)
2. A Rubric for Peer Feedback (Drafting Activity)
3. A Rubric for Teacher Feedback (Revision Activity)
4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)
5. A Rubric for Making Grades Visible (Student Investment in Grading)
How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.
For more detailed information, go to the full version of the article: http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/
More on rubrics in this blog
For what it’s worth, here’s something I used ‘long ago’ on rubrics:
Links to information about rubrics:
The folks at TeacherVision.com weigh in on rubrics.
How to create a Rubric
The Chicago Public Schools page on writing rubrics from scratch
The Rubric Bank
The Chicago Schools again with a list of rubrics for various subject areas
Rubrics Resources – Westfield (MA) Public Schools
A links page to many other sources about using rubrics to improve instruction.
Kathy Schrock’s Guide for Educators – Assessment Rubrics
Kathy Schrock’s links listing for rubrics – examples and about them
Rubric How-To’s – MidLink’s Teacher Resource Room
Caroline McCullen’s (a multimedia teacher) page about rubrics with links to other sources on the topic
Rubrics by Bernie Dodge
The Master details how rubrics and WebQuests dovetail nicely.
An example of a web-based tool that can generate rubrics at the click of a button.
TeAch-nology.com’s Teacher Rubric Makers
Yet another example of a web-based tool that promises to generate rubrics.
Could Rubric-Based Grading Be the Assessment of the Future?
I use rubrics and see the positive sides as well as appreciate the structure they bring in assessment. But this article makes me see also the danger of rubrics being applied as a harness, another debacle no different from NCLB and testings scores, which plague this nation’s education in the last two decades. The same “standardizing” as in Quality Matter, which can bring some clarity and structure, but also can stifle any creativity, which steers “out of the norm.” A walk on such path opens the door to another educational assembly line, where adjunct and hourly for-hire instructors will teach pre-done content and assess with the rubrics in a fast-food manner.
a consortium of 59 universities and community colleges in nine states is working to develop a rubric-based assessment system that would allow them to measure these crucial skills within ongoing coursework that students produce.
written communication, critical thinking and quantitative literacy. The faculty worked together to write rubrics (called Valid Assessment of Learning in Undergraduate Education or VALUE rubrics) that laid out what a progression of these skills looks like.
“These rubrics are designed to be cross-disciplinary,” explained Bonnie Orcutt
Parents and teachers are pushing back against blunt assessment instruments like standardized tests, and are looking for a way to hold schools accountable that doesn’t mean taking time away from class work.
Communicating Students convey information, describe process, and express ideas in accurate, engaging, and understandable ways.
Researching Students identify and access a variety of resources through which they retrieve and organize data they have determined to be authentic and potentially relevant to their task.
Thinking Critically Students use structured methods to weigh the relevance and impact of their decisions and actions against desired outcomes and adjust accordingly.
Thinking Creatively Students comprehend and employ principles of creative and productive problem solving to understand and mitigate real-world problems.
Keep in mind, however, that standards don’t prepare students for anything. They are a framework of expectations and educational objectives. Without the organization and processes to achieve them, they are worthless.
Significance An instructionally useful assessment measures students’ attainment of a worthwhile curricular aim—for instance, a high-level cognitive skill or a substantial body of important knowledge.
Teachability An instructionally useful assessment measures something teachable. Teachability means that most teachers, if they deliver reasonably effective instruction aimed at the assessment’s targets, can get most of their students to master what the test measures.
Describability A useful assessment provides or is directly based on sufficiently clear descriptions of the skills and knowledge it measures so that teachers can design properly focused instructional activities.
Reportability An instructionally useful assessment yields results at a specific enough level to inform teachers about the effectiveness of the instruction they provide.
Nonintrusiveness In clear recognition that testing time takes away from teaching time, an instructionally useful assessment shouldn’t take too long to administer—it should not intrude excessively on instructional activities.
A collection of rubrics for assessing portfolios, cooperative learning, research process/ report, PowerPoint, podcast, oral presentation, web page, blog, wiki, and other web 2.0 projects.
do you have rubrics developed for your classes and wondering how to reflect them in the D2L rubric tool? Please join our discussion on “good rubrics in D2L course”
One of the difficulties working with D2L as an instructor is the inability to “see” what “students” see. Indeed D2L has the students role, but…
If you are working with rubrics and advertising this feature to your students (pls share with us your rubrics!!!) and your students are perplexed that they don’t see rubrics under
as you do, please keep in mind that you need to “connect” your rubrics (click on “Add Rubrics” under Assessment/Dropbox/Properties/Rubrics) with the dropbox. Students will be able to see the rubric only after the dropbox is “open”
Please let us know, if you need more information
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Report: Most educators aren’t equipped for student-centered learning
“the perfect combination of catalysts for a rapid conversion to student-centered schooling,” according to a new report from the Christensen Institute.
most K-12 educators aren’t equipped with the skill sets needed to run student-centered schools. For student-centered learning to be adopted, educators must be trained for student-centered competencies,
the report suggests school and district leaders:
- Work toward a more modular professional development system, which includes specific, verifiable and predictable microcredentials.
- Specify competencies needed for student-centered educators.
- Compensate educators with bonuses for microcredentials to incentivize earning them.
- Purchase bulk licenses to allow teachers the opportunity to earn microcredentials.
- Demand and pay for mastery of skills rather than a one-time workshop.
- Vet microcredential issuers’ verification processes, like rubrics and evaluation systems.
While testing could help with personalized instruction, a report from the Center on Reinventing Public Education stressed the need for professional development so teachers can interpret the resulting data and let it guide instruction this year.micr
more on microcredentials in this IMS blog
Most professors we hear from want to assess their students on higher levels and that if current assessments kept student at the lowest level of Bloom’s Taxonomy, they wouldn’t feel rewarded as educators.
However, assessment is by far the most labour-intensive part of teaching. Assessment plans and rubrics must be prepped. Test questions must be written. Every student needs a mark, personalized feedback and a road-map for improvement. The larger the class, the more work for the instructor. Add in formative assessments like weekly assignments and exercises that precipitate subtle, ongoing tweaks to the syllabus and it’s easy to see why many faculty opt to stick with what they know: An accumulation of easy-to-grade summative assessments that almost inevitably rely upon memorization and the most basic understanding of concepts
Curation Activities can be one of the most effective teaching strategies to help students compare what they’re learning in the classroom with real-world examples, and gain insight into how they can relate to each other.
Curation Activities can apply to all disciples, such as Business, Arts, or Sciences.
When students explain what they’ve learned to other students, they help consolidate and strengthen connections to those concepts while simultaneously engaging in active learning Find more project ideas here.
By actively engaging with their classmates and applying their own evaluative skills to feedback they’re delivering to their peers, students are developing lifelong critical thinking and creative analysis skills. Additionally, peer assessment is proven to be effective in getting students faster feedback from diverse sources, increases meta-cognition, independence and self-reflection, and improves student learning. These are all important skills that provide value far beyond the classroom. More details on the benefits of peer assessment here.
more on curation in this IMS blog