Rubrics as a Tool to Assess Learning in

Rubrics as a Tool to Assess Learning in Students’ Written Reflections Christine Maidl Pribbenow Wisconsin Center for Education Research 2009 Teaching & Learning Symposium

Assessment requires [faculty] to articulate explicit and public statements of criteria of performance. By doing so, faculty refine their understanding of expected abilities, clarify for their colleagues the basis of their judgment, and enable students to understand what performance is required. (Loacker, Cromwell, & O’Brien, 1986, p. 51)

Goals of this Session l l Discuss the value of using rubrics to assess learning Identify common elements of rubrics Review example rubrics Co-create rubric to assess learning in student reflection

Questions for Reflection l l l What constitutes excellent work in your courses? How would it affect student learning if you told what qualities you look for in their work? How would it affect student learning if you asked students what they consider to be excellent work?

Questions for Reflection l l How can students tell if they are learning well in your classes? What kind of feedback do you give students about their performance? What do they learn from the feedback you give? How do you help students know how to improve?

What is a rubric? l As applied to the assessment of student work, a rubric reveals, if you will, the scoring “rules. ” It explains to students the criteria against which their work will be judged. More importantly… it makes public, key criteria that students can use in developing, revising, and judging their own work. (Huba & Freed, 2000, p. 155)

How can rubrics be used as tools for learning? l l They reveal to students the standards of our disciplines; They inform students about the qualities that comprise good– and poor– work; They allow students to take ownership in their learning; They allow for a continuum of learning and means for improvement.

What are the elements of a rubric? l l l Levels of Mastery Dimensions of Quality Organizational Groupings Commentaries Descriptions of Consequences

Example Rubrics Rubric to Assess Service Learning Reflection Papers l Critical Thinking Rubric l Rubric for Evaluating Scientific Teaching Philosophy Statements l

Critical Thinking Rubric

Questions to Consider When Creating a Rubric l l l What criteria or essential elements must be present in the student’s work to ensure that it is high in quality? How many levels of achievement do I wish to illustrate for students? For each criterion or essential element of quality, what is a clear description of performance at each achievement level? What are the consequences of performing at each level of quality? What rating scheme will I use in the rubric? When I use the rubric, what aspects work well and what aspects need improvement?

What “learning” do you want to assess in your students’ written reflections?

Rubric to Assess Levels of Mastery Dimensions of Quality (Criteria) (commentary)