Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning / Edition 2

Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning / Edition 2

by Dannelle D. Stevens, Antonia J. Levi, Barbara E. Walvoord

“Anyone struggling with the new landscape of direct assessment of student learning demanded by accreditors and employers will find this new and expanded edition of Introduction to Rubrics to be exactly what they need. Based upon their extensive experience, and drawing on a wide variety of examples of rubric use by faculty across institutions and disciplines,

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“Anyone struggling with the new landscape of direct assessment of student learning demanded by accreditors and employers will find this new and expanded edition of Introduction to Rubrics to be exactly what they need. Based upon their extensive experience, and drawing on a wide variety of examples of rubric use by faculty across institutions and disciplines, the authors clearly and insightfully present the value of rubrics, the process of developing rubrics and using them, and their usefulness for faculty, and for improving student learning. A 'must' read for anyone seriously interested in student learning enhancement.”? Terrell Rhodes,Vice President for the Office of Quality, Curriculum and Assessment, Association of American Colleges and Universities

"A rubric, the authors emphasize, is a tool. And their book itself is a wonderful tool for exploring how to use rubrics as tools. For a long time, I have been recommending the first edition to faculty in workshops I lead. I can recommend this second edition with even greater enthusiasm, because it does so much more, and does it so intelligently.

The authors offer advice about all the surrounding situations and problems that may accompany rubrics: how to get students involved in rubrics, how to use rubrics with TAs, how to collaborate with other faculty in constructing common rubrics, and how to use rubrics that someone else has constructed. The book focuses on rubrics but offers a great deal of advice about good teaching, good collaboration, and good assessment. In short, this book is a great tool."? From the Foreword by Barbara E. Walvoord,Professor Emerita, University of Notre Dame, and author of Effective Grading

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)
• Rubric construction in student affairs
• Pros and cons of working with "ready-made" rubrics
• Using rubrics to improve your 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’ independent learning
• Up-dated literature review

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Product Details

Stylus Publishing, LLC
Publication date:
Edition description:
Second Edition
Sales rank:
Product dimensions:
7.00(w) x 9.90(h) x 0.70(d)

Meet the Author

Barbara E. Walvoord is a Professor Emerita at the University of Notre Dame, Indiana. She is the author of numerous books, including Effective Grading: A Tool for Learning and Assessment with V. J. Anderson, and Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education

Dannelle D. Stevens is a tenured professor in the Department of Curriculum and Instruction at Portland State University in Oregon where she has been since 1994. Her roots, however, are in the public school classroom where she taught middle school and high school social studies, language arts, and special education for 14 years across four school districts and three states. She received her master's from the University of Utah in 1983, and a doctorate in educational psychology from Michigan State in 1991. Before coming to PSU she taught at Whitman College in Walla Walla, Washington.

Whether the topic is rubrics, journal writing, action research or academic writing, her work centers on how adults reflect on what they do and, then, act on those reflections. One of Dr. Stevens' underlying assumptions is that cognitive, social and emotional development does not end with the teenage years but continues through the lifetime. Besides over 75 conference presentations, she has written three books, all designed to impact development of her fellow faculty and, their students. Her first book, co-edited with Joanne Cooper, Tenure in the Sacred Grove: Issues and Strategies for Women and Minorities, (SUNY Press, 2002), was written to help faculty women and minorities negotiate the path to tenure. Introduction to Rubrics, now in its second edition, and co-authored with Antonia J. Levi, and Journal Keeping, co-authored with Joanne Cooper, are published by Stylus Publishing.

In addition to teaching classes, she has taken on leadership positions in the department and campus-wide. In the Curriculum and Instruction Department, Dr. Stevens leads teacher licensure cohorts and coordinates the MA/MS program for experienced teachers. For the university at large, she works within the Center for Academic Excellence as faculty-in-residence for assessment. She is chair of the Institutional Assessment Council.

Antonia J. Levi is a professor of Japanese history and popular culture who taught for many years in Portland (Oregon) State University's University Studies Program, an innovative common core experience for Freshmen that created and utilizes many of the methodologies found in Introduction to Rubrics. Now retired, she serves part-time as a mentor and curriculum developer in Simon Fraser University's South Bank Writer's Program in British Columbia (Canada) where she is working on expanding the use of rubrics for creative writers. She has over thirty years of active classroom experience, and has worked on numerous projects from creating portfolios for seamless transitions to increasing opportunities for overseas studies programs. Her experience with rubrics in the classroom has contributed to these programs as well.

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Table of Contents

List of Figures xi

Foreword Barbara E. Walvoord xv

Preface to the Second Edition xvii

Preface to the First Edition xxi

Part I An Introduction to Rubrics

I What is a Rubric? 3

Do You Need a Rubric? 4

What are the Parts of a Rubric? 5

Part-by-Part Development of a Rubric 6

Part 1 Task Description 6

Part 2 Scale 7

Part 3 Dimensions 10

Part 4 Description of the Dimensions 10

Creating Your First Rubric: Is it Worth the Time and Effort? 14

2 Why Use Rubrics? 17

Rubrics Provide Timely Feedback 17

Rubrics Prepare Students to Use Detailed Feedback 18

Rubrics Encourage Critical Thinking 21

Rubrics Facilitate Communication With Others 22

Rubrics Help us to Refine Our Teaching Skills 24

Rubrics Level the Playing Field 26

Conclusion 28

3 How to Construct a Rubric 29

Four Key Stages in Constructing a Rubric 29

Stage 1 Reflecting 30

Stage 2 Listing 32

Stage 3 Grouping and Labeling 35

Stage 4 Application 37

Construction of a Scoring Guide Rubric 38

Construction of a Three- to Five-Level Rubric 39

Conclusion 45

Part II Rubric Construction and Use in Different Contexts

4 Rubric Construction and the Classroom 49

Involving Students in Rubric Construction 49

Five Models of Collaborative Rubric Construction 53

1 The Presentation Model 54

2 The Feedback Model 56

3 The Pass-the-Hat Model 58

4 The Post-it Model 60

5 The 4×4 Model 62

Conclusion 64

5 Rubric Construction with Others: Teaching Assistants, Tutors, or Colleagues 65

Involving Teaching Assistants in Rubric Construction 65

Involving Tutorial Staff in Rubric Construction 67

Involving Colleagues in Rubric Construction 68

Conclusion 72

6 Grading with Rubrics 73

Performance Anchors: Being Consistent and Focused 74

Detailed, Formative Feedback: Gaining Speed 74

Individualized, Flexible Feedback: A Trade-Off 78

Summative Feedback: Assigning Grades 84

Grading Our Own Teaching Methods 89

Evaluating Our Own Rubrics: Metarubrics 93

Conclusion 93

7 Making it Yours 95

Should You Use Ready-Made Rubrics at All? 95

Using Online Rubrics 97

The Four Stages of Rubric Modification 98

Case Study 101

Conclusion 106

8 Rubrics for Learning from Experience 109

Learning From Experience for Traditional Assignments 110

Rubrics for Classroom/Lab/Studio Behaviors 114

Rubrics for Service Learning 118

Rubrics with Community-Based Partners 122

Conclusion 123

9 Rubrics and Online Learning 127

Rubric for Participating in an Online Discussion Forum 129

Rubric for Creating a Wiki Page for Online Group Work 133

Rubric for Peer Review of a Draft Version of a Final Project 135

"Nuts and Bolts" of Using Rubrics Online 137

Contribution of Rubrics to a "Sense of Presence" in Online Teaching 140

Conclusion 143

10 Rubrics and Teaching Improvement 145

Horton Uses a Rubric: A Case Study 145

Using Rubric Dimensions to Organize Notes Taken While Grading 146

Creating an "Expanded Grade Book" 149

A Teaching Model: Four Phases of Teaching 151

Conclusion 156

11 Rubrics for Self-Assessment and Career Advancement 159

Rubric for Writing a Teaching Philosophy Statement 160

Rubric for the Scholar-Educator 163

Rubric for a Narrative for Promotion and Tenure 169

Conclusion 175

12 Rubrics and Program Assessment 177

The Walvoord Basic, "No-Frills" Department Assessment Method 178

Portland State's University Studies "Frills-Included" Annual Assessment 180

The Value Rubrics "All-Frills-Inclusive" Assessment Package 182

Rules for Good Program Assessment Using Rubrics 184

Epilogue: The Rubrics Manifesto 187

References 191

Appendices 193

A Mini-Lesson 1: Writing a Task Description 195

B Mini-Lesson 2: Writing Student Learning Outcomes (SLOs) 196

C Blank Rubric Format for a Four-Level Rubric, Landscape Format 197

D Blank Rubric Format for a Scoring Guide Rubric 199

E Portland State University Studies Program Rubric: Ethical Issues 200

F Portland State University Studies Program Rubric: Holistic Critical Thinking 201

G Portland State University Studies Program Rubric: Quantitative Literacy 203

H Portland State University Studies Program Rubric: Writing 204

I Portland State University Studies Program Rubric: Diversity 206

J Website Information for Introduction to Rubrics 207

Index 209

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