Lyons: Using Rubrics To Guide Evaluation of Student Work (TOTW #11)

This is a post from the “Tip of the Week” series by Richard Lyons which is no longer available, although it is archived on Internet Archive’s Way Back Machine.  Below this is a link to the full original tip at Internet Archive.

Using Rubrics To Guide Evaluation Of Student Work

We’re approaching that part of the term when many of us will require students to submit papers, reports, or make oral presentations. There are a number of reasons why some students don’t look forward to these major assignments, but one of the most overlooked is that the quality of feedback they’re accustomed to receiving isn’t particularly useful. A simple letter grade of A- or C+ doesn’t give the student much data upon which to improve their performance, which of course is the major reason they’re attending college. Dr. Kenneth Blanchard, author of numerous management books and former professor at the University of Massachusetts (Amherst), identified feedback as the key to motivation when he referred to it as the “breakfast of champions.” Students need feedback to improve their performance – feedback that clarifies your expectations, objectively and specifically differentiates varying levels of performance, and points them in the direction of real improvement.

The full post is available at the Internet Archive’s Wayback Machine.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.

Please follow and like us:

Critical Thinking Holistic Rubric

The link below is to a holistic rubric to assess critical thinking.  The rubric was developed by Dr. Peter Facione and Dr. Noreen Facione of Insight Assessment, home of the California Critical Thinking Skills Test and California Critical Thinking Dispositions Inventory.

The rubric is available here.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.

Please follow and like us:

Glossary of Some Assessment Terms

Affective Domain: Outcomes of education involving feelings more than understanding; likes, pleasures ideals and/or values.

Assessment: The Latin root assidere means to sit beside. In an educational context, the process of observing learning; describing, collecting, recording, scoring, and interpreting information about a student’s or one’s own learning. At its most useful, assessment is an episode in the learning process; part of reflection and autobiographical understanding of progress. Traditionally, student assessments are used to determine achievement of learning objectives and grades.

Authentic Assessment: Assessment strategies that require students to directly reveal their ability to think critically and to apply and synthesize their knowledge.

Cognitive Domain: Outcomes of education involving thinking and content knowledge, logic, classification and problem solving.

Evaluation: Both qualitative and quantitative descriptions of student behavior, plus value judgments concerning the desirability of that behavior. Using collected information (assessments) to make informed decisions about continued instruction, programs, and activities.

Formative Assessment: Observations which allow one to determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for teaching and learning.

Learning Goal: See Learning Objective

Learning Objective: What you want students to know and understand after they complete a learning experience, usually a culminating activity, product, or performance that can be measured.

Metacognition: The knowledge of one’s own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies.

Performance Assessment: See Authentic Assessment.

Portfolio: A systematic and organized collection of a student’s work that exhibits to others the direct evidence of a student’s efforts, achievements, and progress over a period of time. The collection may involve the student in the selection of its contents, and should include information about the performance criteria, the rubric or criteria for judging merit, and evidence of student self-reflection or evaluation. It should include representative work, providing a documentation of the students’ performance and a basis for evaluation of the student’s progress. Portfolios may include a variety of demonstrations of learning and have been gathered in the form of a physical collection of materials, videos, CD-ROMs, reflective journals, etc.

Rubric: In general a rubric is a scoring guide used in subjective assessments. A rubric implies that a rule defining the criteria of an assessment system is followed in evaluation. A rubric can be an explicit description of performance characteristics corresponding to a point on a rating scale. A scoring rubric makes explicit expected qualities of performance on a rating scale or the definition of a single scoring point on a scale.

Summative Assessment: Evaluation at the conclusion of a unit or units of instruction, or an activity or plan to determine or judge student skills and knowledge. Also an evaluation of the effectiveness of a plan or activity.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.

Please follow and like us: