Introduction to rubrics : an assessment tool to save grading time, convey effective feedback, and promote student learning

Introduction to rubrics : an assessment tool to save grading time, convey effective feedback, and promote student learning / Dannelle D. Stevens, Antonia Levi.

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Bibliographic Details
Main Author: Stevens, Dannelle D.
Other Authors: Levi, Antonia, 1947-
Format: Book
Language:English
Published: Sterling, Va. : Stylus Pub., 2005.
Subjects:
Grading and marking (Students)
Students > Rating of.
Table of Contents:
  • Preface
  • pt. 1. An introduction to rubrics
  • 1. What is a rubric?
  • Do you need a rubric?
  • What are the parts of a rubric?
  • Part-by-part development of a rubric
  • Part 1 : Task description
  • part 2 : Scale
  • Part 3 : Dimensions
  • Part 4 : Descriptions of the dimensions
  • Creating your first rubrics : is it worth the time and effort?
  • 2. Why use rubrics?
  • Rubrics provide timely feedback
  • Rubrics prepare students to use detailed feedback
  • Rubrics encourage critical thinking
  • Rubrics facilitate communication with others
  • Rubrics help us to refine our teaching skills
  • Rubrics level the playing field
  • Conclusion
  • 3. How to construct a rubric
  • Four key stages in constructing a rubric
  • Stage 1 : Reflecting
  • Stage 2 : Listing
  • Stage 3 : Grouping and labeling
  • Stage 4 : Application
  • Construction of a scoring guide rubric
  • Construction of a three-to-five level rubric
  • Conclusion
  • Pt. 4. Rubric construction and use in different contexts
  • 4. Rubrics construction and the classroom
  • Involving students in rubric construction
  • Five models of collaborative rubric construction
  • 1. The presentation model
  • 2. The feedback model
  • 3. The pass-the-hat model
  • 4. The post-it model
  • 5. The 4X4 model
  • Conclusion
  • 5. Rubric construction with others : teaching assistants, tutors, or colleagues
  • Involving teaching assistants in rubric construction
  • Involving tutorial staff in rubric construction
  • Involving colleagues in rubric construction
  • Conclusion
  • 6. Grading with rubrics
  • Performance anchors : being consistent and focused
  • Detailed, formative feedback : gaining speed
  • Individualized, flexible feedback : a trade-off
  • Summative feedback : assigning grades
  • Grading our own teaching methods-- Evaluating our own rubrics : metarubrics
  • Conclusion
  • 7. Variations on the theme
  • Discipline-specific rubrics
  • Science : laboratory work
  • Business management : classroom participation
  • Graphics design : portfolio review
  • Rubrics for assignments done in stages : "staged" rubrics
  • Research paper rubric
  • Book review rubric
  • Several rubrics for one assignment : "multiple" rubrics
  • Conclusion
  • References
  • Appendices
  • A : Blank rubric format for a three-level rubric
  • B : Blank rubric format for a four-level rubric
  • C : Blank rubric format for a four-level rubric, landscape format
  • D : Blank rubric format for a scoring guide rubric
  • E : Interview analysis paper scoring guide rubric
  • F : Leading a class discussion scoring guide rubric
  • G : Portland State University Studies Program rubric : ethical issues
  • H : Portland State University Studies Program rubric : holistic critical thinking
  • I : Portland State University Studies Program rubric : quantitative literacy
  • J : Portland State University Studies Program rubric : writing
  • K : Portland State University Studies program rubric : diversity
  • L : Web site information for Introduction to Rubrics
  • Index.

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