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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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This article is part of the guide 6 Key Trends to 21st Century Teaching.
Flower Darby, from Northern Arizona University, and Heather Garcia, from Foothill College, presented an eye-catching poster at the Educause Learning Initiative conference this year with the title, “Multiple-choice quizzes don’t work.”
One solution, says Garcia, is for professors to give “more authentic” assignments, like project-based work and other things that students would be more likely to see in a professional environment.
she and her colleague argue that there is a way to assign project-based or other rich assessments without spending late nights holding a red pen
One approach they recommend is called “specification grading,” where professors set a clear rubric for what students need to achieve to complete the assignment, and then score each entry as either meeting those rubrics or not. “It allows faculty to really streamline their grading time,
Linda B. Nilson, who wrote an entire book about the approach and regularly gives workshops on it. The book’s subtitle lays out the approach’s promise: “Restoring Rigor, Motivating Students and Saving Faculty Time.”
two scholars wrote a book a few years ago about their benefits, called “Learning and Assessing with Multiple-Choice Questions in College Classrooms.”
For instance, in a math problem involving adding large numbers, a professor could make one of the choices the number that the student would get if they forgot to carry. If professors notice that several students mark that answer, it may be time to go over that concept again. “Even if I’ve got a class of 275, I can learn a lot about what they know and don’t know, and let that guide what I do the next day,” he says.
more on multiple choice tests in this IMS blog
How Game-Based Learning Empowers Students for the Future
educators’ guide to game-based learning, packed with resources for gaming gurus and greenhorns alike.
How are schools and districts preparing students for future opportunities? What is the impact of game-based learning?
It’s 2019. So Why Do 21st-Century Skills Still Matter?
21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.
EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own “portrait of a graduate” as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.
ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.
Frameworks provide mental models, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.
1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.
2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.
3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.
more on game- based learning in this IMS blog