Introduction To Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and...

Introduction To Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote ... | Dannelle D. Stevens, Antonia J. Levi | very accessible for college faculty

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Introduction To Ru...

	Introduction To Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote ... Dannelle D. Stevens, Antonia J. Levi Stylus Publishing, 2004 - 112 pages average customer review:based on 7 reviews view larger image
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highly recommended

You need rubrics if:
* You find yourself repeating the same comments on most student papers
* You worry that you?re grading the latest papers differently from the first
* You?re concerned about communicating the complexity of a semester-long assignment
* You question the consistency of your and your colleagues? grading scales
* Grading is taking up far too much of your valuable time

Research shows that rubrics save professors? time while conveying meaningful and timely feedback for students, and promoting self-regulated and independent learning. The reason rubrics are little used in higher education is that few faculty members have been exposed to their use.

At its most basic a rubric is a scoring tool that divides an assignment into its component parts and objectives, and provides a detailed description of what constitutes acceptable and unacceptable levels of performance for each part.

Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more.

This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching.

The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation.They demonstrate how interactive rubrics--a process involving assessors and the assessed in defining the criteria for an assignment or objective--can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.

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Exceptionally clear explanation of rubrics

I had a basic understanding of grading rubrics before I began, but it wouldn't have mattered, as the authors provide such a clear explanation that I think even someone with no prior knowledge would grasp the concept almost immediately. The book is loaded with examples and a step-by-step walk-through of how to build effective rubrics. Perhaps most importantly, the authors explain why just about everybody can benefit from rubrics and how course design ultimately could be improved by making effective use of feedback from well-constructed rubrics. I highly recommend this to any instructor of college students, especially if they have shied away from using essay type exams because they have been afraid they could not reliably grade them.

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very accessible for college faculty

At our college I purchased one copy, then 6 more, then 4 more, then 25 more... handed out to various faculty members along with workshops on rubrics. The book is very accessible to get faculty over the hump to actually writing and using rubrics for themselves/their classes.

Easy to use

I would recommend this guide for rubric development. It clear and provides many good examples to get started.

Read this!

I tried this summer communicating with Amazon without success; maybe someone will read this. I purchased a copy of "The University in Ruins" last March. The copy is defective! Pages 152-153, 160-161, 168-169, and 176-177 are missing and are replaced by earlier pages (120-121, 128-129, 136-137, and 144-145; "doubled").
What can be done about this?
Thank you.
Dr. John Nichols

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Inspired to Create Rubrics!

I am a junior-faculty member and have tried my hand at creating rubrics in an effort to be fair and consistent in grading. However, I struggled with breaking down each area so I felt my rubrics were weak. Thus, I was looking for a "how-to" book and this book did not disappoint! It was well worth every penny! The book was written by two college faculty members who are seasoned in developing rubrics for college courses (individually, departmentally, and university-wide). I read the book in a day and then began working through the 4-stage process. It took the better part of a full day to create my first rubric, working through the steps methodically and thoughtfully, but I trust the authors that when it comes to grading, I will more than save the time, and most importantly, students will have a clear picture of where their grade comes from. Also, I am confident that the time required in producing rubrics for other assignments will decrease as I gain more experience.
In addition to the 4-stage process, the authors discuss a continuum of 5 models to rubric construction ranging from the instructor creating the rubric with no input from students to a rubric that is created completely by the students (of course, as the faculty member, one always has the opportunity to make adjustments). The point being that there is more than one way to construct a rubric depending on instructor's style and developmental level of the class. The book has a chapter on constructing rubrics with others, such as TA's, colleagues and tutorial staff. Even though my university does not use TA's and I am new faculty member, I liked the idea behind involving colleagues, and especially, tutorial support, like a writing center. Another chapter was designated to show how rubrics could be used in different disciplines. For example, rubrics for laboratory work in the sciences or a portfolio review in art were demonstrated along with rubric examples for assessing classroom participation and assignments that may be submitted in stages, such as a research paper.
I have only two slight criticisms: 1) the book only spends a page and half talking about assigning a grade after completing the rubric. The book used primarily one example throughout the book (although showing how to modify the rubric for a First-Year course versus a graduate course) which was really useful, but then, when it came time for discussing assigning a grade, they used a totally different type of rubric and assignment. I wish they would have shown assigning a grade to the example they had been using. It seems that would have completed the process. And, 2) the publishers have a website on the book where you can download rubric templates. This was good. The complaint is that the authors also have a website which promises discussion boards, more templates, etc. However, it is essentially a shell that was set up when the book was published in 2005 and nothing much has transpired since then. For these two reasons, I give it a 4-star versus a 5-star rating, but the bottom-line is, get this book to learn how to create assessment tools that will help your students and YOU!

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