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Friday SLO Talk Rubrics! - Shared screen with speaker view
ed gillen
17:06
Can we receive the presentation deck?
Katherine Yngve
19:42
Rubrics are particularly fun! :)
Laura Little
20:53
no
Andrea McLoughlin
21:11
That’s it
Andrea McLoughlin
22:25
yes
Felicia Kalker
26:04
I’ve always heard “analytic” rubric contrasted with “holistic” rubric (which is like your original checklist, looks at student work holistically as opposed to breaking out and analyzing the specific components of the student work.
Tate Hurvitz
28:28
RE: Structured Observation Guide - this also seems like a great tool for creating meaningful conversation among faculty with regard to what they look for and value.
Andrea McLoughlin
29:53
Also for when specific creative things might look different person to person but still fulfill the category well
Miriam Luebke
30:24
is there a way to get copies of those different examples including structured observation guide?
Jarek Janio
31:25
Yes Miriam. I will check with Linda to see what she can share with us
Laura Little
34:24
Thank you Jarek. I would find that useful as well.
Laura Little
36:53
It also makes grading a LOT faster! (At least for me)
Felicia Kalker
37:18
Linda, given the difficulty and time-consuming nature of grading, can you speak to the advantages of using rubrics for grading over “auto-grading” via a quiz in Canvas or similar?
Charlise Anderson
37:52
Can rubrics be used outside of learning outcomes, like administrative outcomes?
Samantha Ross
39:21
I also always have to double check my rubrics that is I grade all in the "adequate" row, the score actually adds up to a passing grade on the assignment.
Felicia Kalker
39:58
If you have an odd number, I have read, it is too easy to choose the middle / average level. As opposed to four or an even-numbered columns where you have to make a choice.
Amy Hickman
44:26
I will admit that I have used "appropriate" in rubrics, particularly where I am attempting to evaluate responses in health sciences settings. Some health interventions are appropriate and others are not. I would welcome a suggestion for better language, though.
Amy Hickman
44:50
I think that I have also used it for engineering tech projects as well.
Samantha Ross
45:44
I have started using "under-developed" "emerging" and "well-developed" -- but I'm not confident with those descriptors.
Andrea McLoughlin
47:48
Amy, what is intended? Safe? All steps followed? Culturally competent? Use the adjective that’s needed for that event-product.
Amy Hickman
48:08
I like those suggestions, Andrea.
Katherine Yngve
48:35
For an Agriculture school we used these descriptors, fwiw: emerging, shooting up, blooming, bearing fruit.
Samantha Ross
48:51
^^ Love this!
Katherine Yngve
48:54
No, I think it was branching out, not shooting up.
Felicia Kalker
49:04
I often use four levels : “Excellent, Adequate, Shows Effort, Needs Work.”
George Baker
49:30
I use "Beginning, Intermediate, and Exemplary"
Andrew Palmer
50:02
Is there a consensus for whether rubrics should build left to right or right to left? (It may be pedantic, but both approaches seem to be out there)
Tate Hurvitz
51:24
Transparent Assignment Design!
Victoria Ferrara
51:59
I also use four levels - Novice, Developing, Approaching, and Proficient
Felicia Kalker
52:30
Excellent book!
Samantha Ross
55:04
I liked the option this past spring for "pass" and "high pass" for course grades. Now thinking it might be good for an assignment rubric.
Amy Hickman
55:11
I like to have the highest achievement level on the left, because that is where most of my students will start reading.
Amy Hickman
55:47
And I don't necessarily expect that they will read the whole rubric. So I want them to read what I want them to do, not what I DON'T want them to do.
George Baker
56:32
@Amy, excellent points!
Josephine Seddon
57:04
I use “Emergent, Proficient, Accomplished” for program assessment, and a 4-point scale for course level assessment “Emergent, Fairly Proficient, Mostly Proficient, Accomplished”
Katherine Yngve
58:03
I like the principle of putting the important thing on the side that the students will read first. That said, some students' first language reads RIGHT to LEFT. So in the Arab world or Israel, the high proficiency category should maybe be on t he right. (Just saying)
Andrew Palmer
59:07
@Amy & @Katherine, good point. I hadn't thought about them not reading all the way. I was sort of mentally checking off the levels left to right when looking at an assignment. Maybe that's helping me more than the students, though. Thanks!
Amy Hickman
59:12
Yes, good point, Katherine.
Andrea McLoughlin
01:00:56
One of the things that can help them see the other levels is how it is used…for instance, having students do a mid-point self-assessment using it would help them develop metacognition of where they are and also help them refocus on the higher level understandings-behaviors they need to get to
Bernardo Diaz
01:02:42
And subcultures.
Felicia Kalker
01:02:47
I think it’s good practice to share the rubric up front and even discuss it with students. This is an equity practice as well.
Laura Little
01:02:50
+1 re subcultures.
Laura Little
01:03:38
I have also had my students use the rubric to create a checklist they use in peer review.
Rafael Salas
01:03:48
do not assume all kids like McDonald's
Yvette Ybarra
01:03:58
I agree share up front-be transparent- also students can help with the rubric!
Felicia Kalker
01:05:08
Yes!
Andrea McLoughlin
01:06:09
Linda, can you talk about concretizing more subjective outcomes like creative or interesting?
Bridget Jacobs
01:06:54
YES!
Katherine Yngve
01:07:02
YESSSS!!!
Katherine Yngve
01:07:23
(Re grading is not editing
Kelan Koning
01:08:44
@Andrea, great question-- I am interested in this, too
Nancy Smith
01:09:06
Great presentation!
George Baker
01:09:40
This is what I use for Reflection Assignments.
Lauren Clyne
01:09:40
Thank you so much for this presentation! Would it be possible to share these PowerPoint with us for reference?
Katherine Yngve
01:09:48
@Andrea -- I hope Linda answers your question too. But may I also recommend Essentials of Creativity Assessment by Kaufman, Plucker & Baer
Kate Ashbey
01:09:57
What if we don't have demographic data on our students while we have them?
Nadia Korobova
01:10:10
thank you so much, fantastic!
Kelan Koning
01:10:31
@Katherine, thank you!
Andrea McLoughlin
01:10:32
Thanks, Katherine - I’ll check that out
Miriam Luebke
01:10:53
Super presentation! Focused, clear, with great examples.
Katherine Yngve
01:10:55
Thanks Linda --and everyone. Gotta run to next zoom meeting
Joanna Bechcińska
01:13:27
Thank you for the talk - very interesting indeed
Felicia Kalker
01:13:52
Yes, I’ve seen that! It’s wonderful.
Andrea McLoughlin
01:14:03
I use it in classes
Felicia Kalker
01:17:23
Thank you; I guess a follow-up question (if there is time after others’) is how you would persuade faculty to spend the time creating and using a rubric or similar, as opposed to just doing their multiple choice quizzes….
CA
01:17:47
How do you determine individual performance on student learning outcomes in group projects?
Felicia Kalker
01:17:48
(Ha ha)
Andrea McLoughlin
01:18:53
You can have an individual component that’s graded, but that does not solve the problem of the time to grade individual work
Tate Hurvitz
01:18:55
@Felicia - I think that the key is to highlight that the Rubric is a TEACHING tool (when given to and discussed with students) that is not just about making the process easier for faculty - but also about improving the learning for students . . .
Andrea McLoughlin
01:19:15
Love it, Tate!
Stacy Teeters
01:19:28
@Tate -- right on! It's an important piece of transparent teaching design.
Samantha Ross
01:20:09
Linda, what strategies do you use to reflect or check how well your rubrics worked in your courses? What do you look for in determining if your rubric was effective?
Laura Little
01:20:43
I always say, “there’s a reason we write it in Word and not in stone.”
Bridget Jacobs
01:20:48
I attach the rubric I use to student assignments, and also give it to them in advance when assessing pre-final drafts. I even have students apply rubrics in group work when workshopping drafts.
Andrea McLoughlin
01:20:57
Esp the first time you use a rubric or assignment! Always wind up tweaking for the next use
Felicia Kalker
01:22:10
@Tate! Yes. I think it boils down to thinking of students first…
George Baker
01:22:47
Here is a rubric I use for Discussion Board post in Blackboard.
CA
01:25:14
Question: Follow up on what Linda said about grading group projects rather than individual projects.... How do we determine individual performance on the learning outcomes if we give group projects?
Nancy Smith
01:28:02
Do you differentiate an assessment rubric (like VALUE rubrics) from a grading rubric?
Andrea McLoughlin
01:28:22
CA: IF you want to know they participated in gathering the knowledge, can have each st keep a list of what they contribute to the group and ALL sign off that yes, that person contributed that. If want to see individual learning, a SHORT summary paper (1pg) from each can also be graded, or a small quiz can be give after on the topic for accountability and assessment
Rafael Salas
01:28:51
how effective are holistic rubrics for program learning outcomes?
Stacy Teeters
01:29:28
Question: How do can rubrics be leveraged to support equitable learning outcomes for students? What's the relationship to culturally competent teaching strategies? (Apologies if this has already been addressed -- came in late from another meeting about Ensuring Learning!)
CA
01:30:22
@Andrea - thanks
Kate Ashbey
01:31:48
I recommend Mark Wise, Rubric Repair: 5 changes that get results from Cult of Pedagogy. 1. measure what matters 2. weigh criteria appropriately 3. check your math 4. use positive language 5. provide lots of models. https://www.cultofpedagogy.com/rubric-repair/
Felicia Kalker
01:32:27
@Rafael Salas has a great question!
Sarah Winger
01:36:30
@Stacy - There were two AALHE webinars (Karen Singer-Freeman was a co-presenter on both) about assessments of student learning to support equity and rubrics were discussed in at least one if not both. She will also be presenting at IUPUI Assessment Institute (starts this Sunday)
ed gillen
01:38:40
How do you respond to schools that insist that grading be separated from program-level assessment even when using rubrics?
Stacy Teeters
01:38:50
Thank you for the information, @Sarah! I'll have to check it out.I think helping to be really explicit about how purposeful curriculum and assessment design can help instructors who care about teaching in a more equitable way to embrace these strategies as a way to move the needle on equity.
CA
01:39:03
Can you share that source with all of us?
Felicia Kalker
01:39:05
I can recommend Megan Oakleaf on rubric validation (generally) and inter-rater reliability
Stacy Teeters
01:40:24
Work smarter, not harder...
CA
01:41:57
Thank you!
Tate Hurvitz
01:42:06
Thank you so much for this session!
Brodney Fitzgerald
01:42:08
Thanks!
George Baker
01:42:09
Thank you!!
Andrea McLoughlin
01:42:10
Thanks, to Linda, Jarek, and all