Laughter is the Best Medicine

NFO 2008: How to Develop a Course Rubric – Full Video

♪ [music playing–
no dialogue] ♪♪. (Denise).
I’ve been working on developing rubrics
along time, in education that’s something that you
learn how to do, and mostly the rubrics are something you
develop to help you assess your students work on quadrants
and things like that. So that’s what we’re going
to talk about is the process for that. If you didn’t get a packet,
there are some on top of the trash can back there,
and I didn’t catch your name, what’s your name? Laurie Smith. (Denise).
Laurie’s been passing them out as people come in, so we
will go ahead and get started. Regie Routman is one
of my favorite educators, and this is one of the quotes
that she has in her book and I think it describes assessment
and evaluation very well. It says “Assessment refers to
data collection and a gathering of evidence.” “Evaluation implies bringing
meaning to that data through interpretation, analysis, and
reflection and includes the kind of instructional decisions that
are made by careful examination of the evidence.” So I want you to read it through
one more time, and I want you to if your not sitting close to
someone just turn around behind you and just talk about what
kinds of things can you pull from that quote about
assessment or evaluation. So just kind of look at it
one more time and talk about it with someone nearby. Don’t be afraid to talk. [laughter]. (Denise).
This is a strategy we use alot in education,
it’s called think pair share, you pose a question,
because in like big audiences don’t like to share things and
you have a lot of shy students, so it gives everybody a chance
to think, it gives everybody a chance to talk with someone,
and then you don’t have time to share everybody’s ideas but
you know you can pick a few. Even if you don’t talk
about assessment or evaluation, just turn to someone
and say something probably somewhat related to school. Just anything, you have
to talk, you have to talk. [audience chatter–
unclear audio]. (Denise).
Very good, so I now know that you can talk. So does anyone want to share
a thought that occured to you as you were reading this
quote by Regie Routman. Anyone want to share
what they talked about. (male speaker).
Patrick does. (Denise).
Patrick, what did you think? [laughter]. (Patrick).
Non-interpretation, basically the assessment
part, data collection, gathering of evidence basically
some sort of way of figuring out how well they mastered the
material, generally a test, at least in finance. (Denise).
Okay, good, testing is definitely one of the ways we
assess students, but anything we use to gather what we
know and how they know how to do things, exactly. Okay, anyone else? (female speaker).
What I thought is that sadly to often when we do
assessment, we fail to do the evaluation of that
assessment, and I think that what that quote says is to go
ahead, reminds us to incorporate the evaluation of whatever
assessment that we use so that we can use that note
to determine whether or not we need to change our method
or push things different. (Denise).
Okay, very good. Anyone else have
something to share? Very good, and actually that’s
exactly right because the last part is saying we can’t
really shouldn’t be making instructional decisions unless
we know what our students can do and cannot do, so that’s what
I really like about our quote saying we are using this
assessment to find out what our students can and
can’t do, what they do. What they are really good at and
what they need to know so that we can modify our instruction. Now and so assessment is the
ongoing process of we need to establish clear, measurable
expected outcomes of our student learning, we need to ensure that
they have sufficient opportunity to learn it. Too often we cover something
very quickly and we didn’t take time for it really to sink in. Think about when you’ve
been learning something, how long it’s taken you
to really learn it well or understand it completely. And then ensure student learning
matches our expectations so we either have to change
what we have our students do, or we have to change
our expectations are a little bit of both. And basically the whole point
of assessment is to improve our teaching so we improve
our students learning, and that’s really the
essence of assessment. Then evaluation, these are the
questions we are tyring to ask. Have the students achieved
the learning goals that we’ve set for them? What are the relative strengths
and weaknesses of our teaching strategies, and what changes
in our teaching and learning strategies might be appropriate. So those are the things,
the definitions and kind of a little bit of distinct
ones between them. Okay, now when you’re using
rubrics you’re mainly going to do it with what we call
authentic assessment tasks. Authentic assessment tasks
are tasks that requires students to produce or do something. Now even if you’re giving them a
test and you have some problems on their for them to solve, you
want to see how well they were able to solve that problem, so
you might ask them to explain how did you go about
solving this problem. Or you might get them in a new
situation, and they might have to take what they’ve learned
and solve that problem. So really, authentic assessment
is other than the traditional testing that we think about
in the gathering of homework. So authentic assessment,
Grant Wiggens is probably like the guru for assessment and so,
but he’s not easy to read. You know there’s some
people that are easy to read, it all fits together, his is a
little tedious but it has lots of good examples and things. And so one of the books that
I’ve been working my way through is called “Educated Assessment”,
and this is a quote from him, engaging or worthy problems or
questions of importance in which students must use knowledge to
fashion performances effectively and creatively. So we want them going to yawn,
we don’t just want them to regurgitate it and
spit it back to us. We want to give them something
where they really have to apply what they’ve learned and really
show us what they can do. The tasks are either replicas
of or analagous to the kinds of problems faced by adult
citizens, now he usually writes about assessment in
elementary and middle level, and high school, so that
is why he is referring to it as problems faced by
adult citizens and consumers or professionals in the field. And the authentic assessment
task, the one thing that’s nice about them is they require
higher level thinking. Now in your packet, one of
the things I did is I got the handouts numbered
and at the very top, so after the powerpoint is the
first one on Bloom’s Taxonomy. How many of you remember
or heard of Bloom’s Taxonomy. Oh great! Quite a few of you. Well this is the revised version
and the one thing I like about this little chart is you
want to start at the bottom, so the lower level
learning starts at the bottom and we are
working our way up. So we start with first
remembering information and I like the verbs that they
put below that, so when you’re writing questions or your
writing prompt for your students the type of terminology
you use can help get the type of responses that you
want from your students. And then understanding,
explaining ideas or concepts, applying, analyzing,
evaluating, and creating. And one of the things that I
always tell my student about evaluating, anyone can
say whether they believe in stem cell research, anyone
can say whether they believe in gun control, but really for
students to evaluate something they have to understand it
thoroughly and they really need to look at both sides
of the argument. So if you’re talking and you
have your students talking about gun control, they would have to
read and learn about the people who advocate for that, but then
they would also have to read and learn about the people
who don’t advocate for that. So when you’re evaluating
something, we can all say well I like that or I believe in
that, but to really, really for kids to say that they really
understand something they have to be able to defend it. So that’s the way it’s a higher
level thinking skill then. Okay, the next handout I
have is, I just like this, I found this in this book it’s
a really very, very good book and on the last page
of the powerpoint I have the references. It’s called “Assessing Student
Learning: A Common Sense Guide” by Linda Suskie, and it’s
actually written for higher education, because most of the
things I read are written for elementary school teachers
and middle-level school teachers and stuff, so it has
wonderful examples in it. So these are things to do
instead of essays, term papers, and research reports are ways
you can modify those things. So just kind of skim through
them and maybe put a check by ones that you like or that
you could see yourself using in your classroom,
or your course. [no dialogue]. (Denise).
Now that you’ve selected one, just talk briefly with one
of your neighbors about how you could envision your
students using that, or how you would use it. And you can do groups of three,
it doesn’t have to be partners, so whatever’s
convenient for you. [audience chatter–
unclear audio]. (Denise).
Okay, sounds like you have a lot of good ideas,
would anyone besides Patrick want to share
his decision, idea? Well I don’t want
to pick on Patrick. Somebody like to share of what
you thought of when you read through the list? Okay well I’m going to pick on
Holly, I heard you talking about something you would do
in your biology class. (Holly).
Sure, I’ve actually done this in the past. I have my students at the
beginning of the semester pick out a topic that’s kind of
in the news and that interests them, but they have to verify
it with me before they do it, and do a brochure pamphlet about
it, but then they have to do the research behind it and
at the end of the semester they have to turn this in
to me like a week before. Then I have them do a
presentation also to all the students on it, so they are
picking an area that they like and then going beyond
and looking at the research of it too. (Denise).
Yeah, we all know if they like something they
are more likely to invest themselves in it. (Holly).
Let them pick a topic that they hopefully
will go in depth with. (Denise).
Anyone else want to share? (Charles).
I have a graduate level that I’m teaching, so
basically what I do because it’s only seven of them, the
idea by frankly most of them are not in my area of specialty,
is to give them a list of what they’re suppose to read. They choose based on topics,
and then they basically do a two page review then
they post online and share the basic idea. I may not read all these
articles, but now I have a body of articles so if I have to take
a comprehensive exam I can look at somebody elses, but then it
has to be submitted on Monday. The class is on Wednesday night,
so their colleagues can pipe in so to speak and say
well what about this. And so it started
both for them to prepare for the comprehensive, but
also including the discussion in class. (Denise).
Good, very good. Anyone else want to share? Okay. (Janice).
My name’s Janice yes, and I’m covering
broadcast journalism. And a lot of times students they
concentrate on taking a test, doing well, the textbook,
the technology aspects of it, and what I engage them
in is critical analysis. How does journalism
really affect society? And so they have to take the
measured test, but then they have to also write a
research paper, present orally the research paper using
technology, and they have to conduct a small study. So I talk about theories
of methodology, and so it’s a well-rounded I think
approach to allowing them to be the leaders that they are
and think for themselves, and if they are going
to be in the profession, but why are you doing it. Why did you choose this element,
this image than this element and this image and
that sort of thing. And so I found alot of with the
proposal, for the solution that they have to argue their
solution to the problem and convince me before I
allow them to research it. And then they have to research
and solve the problem and things along this line and so then
present it before their class and be evaluated by their peers. (Diane).
So you actually have lots of different things in
there that you have developed your rubric for, so you can
develop the research component, for the presentation
component so there’s a lot of different
componenets for that. Okay, this is a
definition of a rubric. A rubric is a particular
format for criteria. It is a written down version of
the criteria with all the score points described and defined. The best rubrics are worded in a
way that covers the essence of what teachers look for
when they judge quality. Now sometimes that’s hard to do
when we’re first, we have lots of biases and we always
give students the benefit of the doubt. The one thing that rubrics allow
us to do is they allow us to be more subjective or objective
when we’re reading their work. And once you give an assignment,
you actually have to do it a couple semesters so you
can really know what that high quality is and what
the person is who’s reading, well we always recognize
who didn’t apply themselves, those are the easy ones to
recognize, it’s the ones who they’ve done it,
but they’ve just done it. And how do you distinguish what
they’ve done from that really high quality product. And so that’s what rubrics allow
us to do, but it takes time and we have to refine our
assignment, and we also have to refine our rubric. It’s like you won’t do it
once and then be done with it, you’ll find yourself that you’ll
completely be revising it all the time. And they reflect on the best
thinking in the field about what constitutes good performance. You know there’s some things
if you see a high jumper, first of all the high
jumber clears the height than they’ve been successful,
but you know if you’re watching a gynmastics routine, you know,
what makes that really great gymnastics routine from one that
they did all the things exactly the way they were
suppose to be done. And that’s what they’re
rubrics will allow us to do. I’m going to come back to
this, I’m just telling you the components that most
rubrics have and we’ll come back to this. But there’s usually a scoring
level like 5, 4, 3, 2, 1. We are getting ready, we are
doing our Incate review right now, which means we are
looking at what we have to do to be accredited by Incate. And so we’re looking at our data
and we have meets the standards, exceeds the standards, and
does not meet the standards, so there’s different
ways to do that developmental scoring level. Then you look for the dimensions
or features, so let’s say you are having your students, they
were in a creative writing class and they were writing a story. What would be some elements or
features of dimensions that you would expect a
story to have in it? (female speaker).
Character development. (Denise).
Character development. (male speaker).
Plot. (Denise).
Plot. (male speaker).
Narrative. (Denise).
Narrative. (female speaker).
Dialgoue. (Denise).
You said dialogue, so you could brainstorm all
those things that you expect to be there, but
then you want to limit. You probably don’t want to
focus on more than 3-5 features or dimensions. After you selected your features
and dimensions, then you are going to write the
scoring criteria and this is the hardest part. Writing the scoring criteria
is the hardest part because you have to distinguish
between that really exceeds and that meets, and then
we already establish the fact of what does not meet
is pretty easy to do. But the descriptors for each
level of performance that provide an authentic and
effective way of discriminating between levels of
performance, so that’s what your descriptors are. And we are gong to look at a
couple of, I’m going to come back to this in a minute and I’m
just going to go to a sample to point this out. Now this is one for elementary
students, but it’s on a problem solving rubric. And basically the levels are, so
the developmental scoring levels are 4, 3, 2, 1. Okay, then the dimensions and
features are did they understand the problem, did they
make a plan, did they solve the problem, and did
they describe the solution? And then this is the meat,
this is what’s going to help you distinguish and this
is the scoring criteria. Now this is also called
an analytic scoring rubric. An analytic scoring rubric,
we’ll come back to that in a little bit, allows you
to look at separate features and dimensions and to score them
differently, and now we are going to look at a sample
of a hollistic, and you’ll be able to tell. This is a hollistic one, and
you’ll see we have our levels 4, 3, 2, and 1, but the
scoring criteria and features and dimensions are all in one
paragraph, so the problem with this one is if you give a
student a three, how do they know what they didn’t do well. So I personally like analytic
scoring rubrics better. Some people do
like hollistic ones. The advantage to doing a
hollistic scoring rubric is you can look at the
whole project just as one thing and give it one grade. I like the analytic ones
because I like to look at component parts. Now these are the reasons
that rubrics help us improve teaching and learning. They allow us to provide our
students with clear expectations of what we want or expect. It also then helps our students
to know where to focus their time and energy. It also hopefully motivates
students, I don’t know I guess I’d have to do a study on that,
but it’s suppose to motivate our students
to do their best. It does make scoring
your projects and things easier and faster. It also allows you to be
more accurate, unbiased, and consistent, although we do
have those biases where teachers especially elementary school
teachers, we tend to be lenient, we always give everybody the
benefit of the doubt and stuff. I’m probably, even though I know
better, its like I know I’m just as guilty, so really when you
want students to turn projects in and things. If you can have a way where they
don’t have their names on it, that helps you
be more consistent. Like if you have them make up a
name or something and you don’t even know what it is and
keep it private some way, that will help you also. They help you improve
communication with your students because you can say you got
this grade because these were the things you were missing. It helps prevents
arguments with students. it’s hard for them to argue with
you if it’s right there in black and white, and believe me the
students will argue with you about things that you didn’t
even think was a problem. And they highlight the
appropriate result or end, because that ultimately when we
assign projects and assignments, we’re looking at what’s the end. What do we want them
to come away with? What is the thing that
we most want them to learn? I’m going to give you a
chance to practice with it in a few minutes so I
don’t talk the whole time. Okay now, this is one way to
go about developing rubrics. You first select an assignment
that is going to allow the students to demonstrate
what they’ve learned. Okay, we are looking at their
knowledge, skills, attitudes, and habits of mind. You know, let me give you
an example of a habit in mind. In elementary school for
teachers, we would want our teachers to walk away with
the idea that all students can learn, think all
students can be successful. You know if student A is here,
then you can move them here. If student B is here,
then you can move them here, but that is a
habit of mind. The attitudes I think if your
a biologist and your concerned about the environment, you want
them to walk away with what they can do to help improve the
environment, or educate other people or whatever it
is that you’re working on. You probably will, I don’t know
how detailed your course syllabi are, ours are pretty detailed,
we actually just redid all of ours. And these are for the Department
of Early Childhood Elementary and Middle, these
are our generic syllabi. And so for example, in 1390
which is the course that I teach, this is where
all our information is. It tells exactly what our
outcomes are, what do we expect the students to learn from this. We also have course requirements
and assignments, and in that middle part it tells what
we are expecting from that, so your course syllabi
will probably have some of the learning outcomes
and things that you need. This mouse isn’t
being very cooperative. Also there are some examples
if you go handout number seven, I guess I skipped a few,
but we’ll come back to those. So let’s just go to
number seven for right now. This also came from Suskie’s
book, and the thing I like about it is that it has,
it’s handout number seven. At the top either in the top
right hand corner–I haven’t even had coffee yet today–
in the top right hand corner it will say the handout
or it will be in the middle. And the thing I like about this,
this shows samples of effective learning outcomes and it has
it in several different fields, so if your in math–I don’t know
if it has one for math now that I said it–but Earth
Science, English, Business, Biology–can’t believe they left
math out–Environmental Science and so whatever this university
wants they must not put support in mathematics. Those are some of the samples of
different stated learning goals, so if you just want to find
a couple and read those. And that’s just one learning
goal, and it might just be part of an assignment, it could
be a learning goal that is for the whole assignment,
but you are going to start with your learning goal. Then you are going to do what
we talked about, thinking about the features or dimensions
the assignment should address because we want our students,
in education we call it comprehensive understandings or
conceptual understandings that they really understand
it and can apply it. That’s what we want our students
to be able to do is to apply what they’re learning. Then you can create a rubric
that addresses the criteria and you might want to do your
rubric first and then write your assignment, because
then what you’ve done is you’ve thought about this
is exactly what I want the students to have. This is what I think it should
look like, then you might write a better prompt after you’ve
thought about what you want them to look for. So, I know that seems backwards,
I don’t know if you guys are familiar with this is
Grant Wiggins and Jay McTighe and they have written this book
“Understanding By Design.” I don’t have this one on the
handout, but they talk abot when your developing ciriculum
to do, that they talk about the backwards model. You start with what you expect
the students to get from this and then you work your
way towards the front. So I’ll pass this one
around because I don’t think I put it on that. Then on one of the very last
handouts, its four pages long, this is one of
the assignments I do. I expect my students to be
able to plan a science unit from scratch, because let’s
say they get into a school and there are no science
books, or the science books are really old, or you know
I don’t want them just relying on the science books. But one of the things we know
abot elementary school teachers is a lot of them are frightened
and afraid of science, and they don’t feel like they understand
or know it very well. So I use to just give my
students a rubric, but then I decided that they needed a
narrative, so for each section of my assignement I’ve
written a narrative of exactly what I expect. I expect them first to research
their topic and know their topic because you can’t teach
something unless you know it and understand it, and so
that’s the first part that I have them do. And there are some parts in here
that I just want them to look at all the different rich resources
and wonderful resources that are available. On the second page what I’m most
interested in is the development of their learning
cycle model lesson plans, because the learning cycle model
lessons plans are inquiry based and I want science
to be inquiry. And so that’s where I
think it’s really important. And then at the bottom I want
them to reflect on what they’ve done so I have some questions,
and then the last two pages are my rubric. Now I know this is a very
specific type of rubric, because this is for one
assignment, although it has several different
components to it. And most of it I just used a
rating scale, they just have to, I just have to circle
5, 4, 3, 2, or 1. The last part though, the last
page, I want specific things for each compenent of
that learning cycle model so I’ve written a
description there too. So now I’m going to go back
because I skipped a page, and I’m going to look
at the types of rubrics and then we’ll look
at what we had. This particular one has
two parts in it, it has what’s called a rating scale,
but it also has what’s called a descriptive rating scale
because I’ve given them what I expect in it. Now, let’s go back and look
at a couple of other ones. We’ve looked at one analytic
scoring rubric, and then I’m going to put you to work. Okay this is one for a webquest,
does anybody know what a webquest is? Okay, in our Entech class, and
actually in my science class I had students do a webquest,
and basically it’s an online interactive like simulation
that you design for your students to do. One of the best ones I ever got
was this student did one on, she called it Waste Bill
Illinois, and the students had to come up with a recycling
plan because the trash can, sanitation–whatever their title
is–they went on strike because they were tired of all the
trash they had to pick up. So the school had to come
up with a recycling plan, the park had to
come up with one. So she had four different things
and the kids worked in groups, and you had lots of web
resources and other resources for the students to do. And so this was to grade
their webquest, and actually it was developed by–has anybody
heard of Bernie Dodge out of San Diego State University–and
if you just type in webquest, you would find lots
more information about it. But this is an analytic
one, so the webquest has an introduction, a task,
a process, resources, and navigation through it, then
they have to do an evaluation of their conclusion and I
look at the visual appeal and their grammar
and spelling. So this is an analytic one–oh
that one doesn’t want to pop up, okay well we won’t worry
about that one–I get too happy sometimes. That’s when I freeze up
my computer when I get too. Okay it’s not going to let me
pull that up so–the hollistic one is when you have all
the description in one thing and you just have
the number for it. If you look at handout number
four, we are just going to do this and then I’m going to put
you to work so you dont’ want to fall asleep, I don’t
want you to fall asleep. Our students have to go into
the schools for three weeks and do a field experience,
we call it practicum, and they have to turn
in a practicum notebook. Now I have on WebCT, I put
my students in groups of four or five and they have to have a
threaded discussion and so they have to post each week,
and respond to everyone else in their group. So that’s what I look for
in their threaded discussion, so why I’m callng this a task
specific one, because even though it looks analytic, it has
all these seperate components so each one of them
is kind of a task. Their threaded discusions, their
lesson plans, what I’m looking for in that. This is something I did that’s
kind of new, I have them just write what was the
most important thing you learned today? You know, maybe you learned that
it’s really important to give directions before
you pass out materials. If that was the most important
thing you learned, explain what happened and why you learned it,
because in the elementary school there are a lot of little
things to learn that are very important. And so, I also have them,
you know how does the teacher collect papers, how does
she handle sharpening pencils, there are a million things that
can happen in the elementary school in a day and you
have to think about your classroom management. Now you guys aren’t going
to have a million things, but you do have to think about how
you’re going to manage things. And then I want other
information, I want to see what students really like. Sometimes a teacher will
say here’s my file cabinet, go through, get whatever
you want, or maybe they put the parent handbook in it. So this is, even though it
looks like an analytic one it’s a task-specific one. Okay, a generic syllabus is just
anything that applies to like, I have my students do
lab sheets, so I could have a scoring rubric for the
lab sheets, that would be a generic one. If you had your students
writing an abstract throughout the semester, then you
might have a generic one just for abstract. So its one thing that
applies to the same thing, does that make sense? The next one is just a
check list for a web page. You know, it’s like these are
the things that have to be in your website and you
can just check them off. Okay, then you can decide
do you want to give it points or whatever, but
that’s what a checklist is. It’s either there or it’s not,
and then the rating scales was on the one that we looked
out which was the next one, which was the
directed reading one. And this is another thing our
students have to do and those are the components they
have to have, and so it’s just a description of the item and
then 4, 3, 2, 1 for some of them some of them I weighted
and gave more points too. Okay, so now that you kind of
have an idea of what a rubric is do you have any questions
before I put you to work? No questions? Okay, well then you guys
are very good students then. Okay, what I want you to do,
and if you want to do this in a group, or if you want to do
it individually and then talk about it with a partner. I want you to think about the
description of an assignment that you are going
to give the students. And then I want you to
write a learning goal for that assignment, and then I want
you to write what the features and dimensions would be
for that assignment. Then you just even, I don’t want
you to be scared, you don’t have to fill this whole thing out. Just pick one or two items and I
just put, I made 5, 4, 3, 2, 1. You don’t have to, I told
my students when they are developing their rubrics,
start with 3, 2, 1, I mean it’s the easiest way to do it. So what would be like if you
choose when we were talking about creative writing
and you talked about plot? What would you expect to see
in that plot, what would be in exceeds, what would be in meets,
what would be a does not meet? Okay, or a character
development, what would be, or dialogue, so
whatever you want to do. If you want to look back at that
list that has the different kinds of assignment and
choose one from that you can. So, let me go ahead
and pass these out. And if you don’t feel like
writing and you just want to talk about it that’s fine, but
I want your brain working even if you’re hands not working,
I want your brain working. Is it warm in here
or is it just me? (female speaker).
It’s warm in here. [laughter]. (Denise).
Partially because of my age and partially it’s
the temperature. But go ahead and look through
that list, pick out one, or if you’ve already developed
your syllabus and you know one of your assignements
that you are going to need to grade it, you could
start with that. And then think about, what is
it that you ultimately want the student to take away
with them, because that’s what the learning goal is. It’s a task that shows that they
understand their knowledge, skills, attitudes, and habits of
mind and then when they are done with your course, that’s the one
thing that you want them to get from that assignement. Does that make sense? What you want them
to understand, know, or be able to do. And if you need to get more
food to get your brain going go right ahead, or more drink. Just don’t run away, come back. Actually the easiest one
is checklist, it’s like the assignment has this
or it doesn’t have this, that’s the easiest one. And when you finished, go ahead
and share with your neighbors. (male speaker).
Actually, I have a quick question. So in some of the things, one
step relies on the results of the previous step, so how
would you rubric that one. For example, one of
the dimensions I have is identify research
question correctly, and then the second one is to
generate a hypothesis. But if they fail the first step,
and then the second step then they kind of. (Denise).
Well what I would do is, you could have the whole
rubric developed, but you could collect cards and
just assess parts of it. Especially in big, they have
to have that one part first, you could go ahead and give them
the rubric of what you expects so they know what the final
outcome is, but before you assess any of the
other things just assess. You said they had to first. (male speaker).
Identify the question. (Denise).
Yes, identify the question, so after you’ve had them
identify the questions you could just score that one,
like if they got a three on it they would know that their
question wasn’t very good and they either need to
revise it or they need to. (male speaker).
Okay, so use the rubric is continuing feedback. (Denise).
It can be. (male speaker).
Instead of final product. (Denise).
Yes, because one of the things that was on that science one
I gave them, I don’t have them just turn that all in at
the end of the semester. I have them do their research
first and then they have to bring that first, and then
from there I have them develop, what are the list of concepts
that you think are important to this unit of study
and they do that. Then they develop their concept
map from that, so I kind of do things in parts, but so that
they know what the whole thing is, I give them the whole
rubric so they know what the whole plan is. But because the one thing about
assessing is the feedback is so important so they have
to have ongoing feedback. So you don’t want to collect
something and just give it back to them at the end
of the semester. And you have to choose whether
you want them to be able to revise things. I think it’s important to allow
students to be able to revise things, because how are they
going to learn if they don’t get to revise things. So you don’t want them to walk
away with a question that’s not, that they can’t research, or not
answerable or that they can’t develop a reasearch plan for,
so then you would want them to revise that. Too often in our education we’ve
just talked about final grades and it just gives us a grade. Well that’s not really what
assessment is, assessment is giving them feedback so that
they can continuously improve, and then they can use that in
whatever field is, it’s not like an I got she didn’t do this. We want for them
to be successful. Hopefully, we should. Some of us it may
fight us all the way. [laughter]. (Denise).
Okay just go ahead and take one of your items
that you choose to write your supporting criteria for and
share it with one of the other people that you’re sitting
near, and then we’ll have a couple people
share their’s out loud. Okay, do you have
another question? [no dialogue]. (Denise).
I think I thought about a couple of other questions. What did you find your thought
processes doing while you were doing this activity? What kinds of things did you see
happening when you were trying to write this up? What were the things that were
easy, what were the things that were difficult, or just
what were you thinking? What did it make
you focus on? (male speaker).
It really forces me to clarify in my learning
goal for the experiement, for the assignement, because
if you’re going to grade someone on it you have to be
very clear on what you want them to achieve. So when I started the excercise
I thought, oh my examples, I’m going to make them
do a homework package, make them work in groups
and then they’ll turn it in. Then I started writing
how I’m going to grade that, oh I actually want them to do A,
B, C, D, and E specifically so it really helps me clarify what
I want from the assignment. (Denise).
Very good, someone else? Okay. (male speaker).
Well, too at the beginning of the seminar I actually
thought that the rubric would be something that
I could use to grade my students with. So I teach math and this
grading math exams is pretty straight foward, you
assign a point value. But at the end of this, I find
that rubrics are actually more useful for me to use on myself,
because I was just discussing with Patrick and David that
I oftentimes am guilty of, I like to have a challenging
question at the end of my exams. I was telling them,
seperating my B students from my A students, so there would
be one problem that would be very challenging. Often times I run into this
problem, and other graduate students in the math department
have run in to a similar problem where we have challenging
questions that turn out to be a little to challenging, and so
by having the rubric for myself, I know exactly what I want
my A students to be able to demonstrate so that I don’t
make the mistake of making it too difficult for them. Even though it might be doable
based on the material that I’ve covered, it sort of keeps me in
check so that I don’t end up writing these, sometimes student
consider these ridiculous exams. [laughter]. (Denise).
The other thing too is because you have
that exceeds and meets, it’s like even the kids who
like attacked it and got parts of it right, can get some
recognition and credit and see what their thinking was and then
they maybe know where they can go next time. So that also helps
from the rubric. Rember the assessment is to help
us improve our teaching and our students learning, so that’s
very good, okay someone else? (female speaker).
Keeping up with partial credits, you know as opposed to right
or wrong, I always looked at it as right or wrong because I knew
the answer, but for some reason between the brain and the
writing and the choosing of the answer, something
happened you know and wrong. (Denise).
Any other thoughts or [unclear audio]
that you were having. (female speaker).
I think what this helped me think about the most
was how to write an assignment description that makes it clear
how you can exceed expectations, because it seems like,
and I know I’ve been guilty of this before to myself writing
assignment descriptions that are geared toward meeting
expectation, so running the middle of the road, so how could
the student go a further step. It was hard for me to figure it
out, just sitting here and work through one of my assignments. (Denise).
And remember I said once you give the assignment and
you collect the assignments, one of the things that
you might do is sort them before you even put grades
on them kind of sort that these are the ones that I think
that exceed, that meet, that don’t, and then you
can kind of look at your rubric and kind of isolate them,
or maybe you could then revise your assignment before the
next time or revise the rubric, so it’s a continuous process. Okay, anyone else want to share? Thank you, Dr. Pearson did
you want to say something? (Dr. Pearson).
Well, first of all let’s give this speaker a
round of applause. [audience applause]. (Dr. Pearson).
I do want to say something, I have had the pleasure of
working with Mrs. Denise Reed for the six years that I have
been here, and when I first arrived I knew that she knew
something about assessment. And so, I wanted to come back in
the room because I had to deal with a crisis, just a minor
crisis next door, but I wanted to come back
into the room. She’s efficient, she loves
her students and they love her. I love the fact that she
said it should be ongoing, granted we love this stuff. If you have an opportunity
to get any of these materials, Grant Wiggens and Jay McTighe,
he is really, really good. Wiggens I really, I’ve tried to
get as many assessments about learning commission
as I possibly can. I travel a lot, Carolina
commission, they site the same people that we are
citing for you today. And what we did this year,
is we decided to go with concurrent sessions. I’ve been teaching over
24 years now, 17 years at the public school, what
we’re implementing here is not for every brand new professor,
but we want it to offer concurrent sessions this year so
that we can assess what we’re doing and enhance
our own teaching. I like what you said. (male speaker).
Han. (Dr. Pearson).
Han, earlier and I liked what he said, he said we should
assess what we’re doing. Assessment should not be
punitive for the student, so often–I’m sorry–but
professor sometimes use assessment as a punitive measure
and it should not be used as a punitive measure. We should assess what
we’re doing to enhance our own teaching and their students. (Dr. Pearson).
So for that I’m grateful to her for presenting today. I’m going to ask if you
would fill out the hardcopy of the evaluation of
this particular session. We’re updating our online
portion, so prior to your leaving I don’t get those,
we turn those over to our GA. We have a research assistant and
I will introduce our research assistant and our graduate
assistant later, but fill out the evaluation, let
me tell you what we do. I’ve been serving as the
Director of Faculty Development for five years. We even assess our programs,
and we tweak them as we go. And if there is anything that
we can do to make it better, we will attempt to do that. So if you say I want this
chair to be a little bit more comfortable, I can’t do that
because that’s not in my power. But I can–I’ve had someone to
say it–the chairs could have been a little bit
more comfortable. So that’s a little bit out of
my power, but I will say those things that are within our
power, the Office of Faculty Development, we really do
work at trying to be a faculty friendly institution to meet the
needs of the faculty at large. So thank you so much
for attending this session and once again, please feel
free to contact Denise Reid. (Denise)
That’s what I was going to say, my e-mail address is on the
front, I don’t know if I put my phone number, it’s 581-7891. (Dr. Pearson).
Because you may think of another question or two
that you would like to ask. (female speaker).
I have a question. (Dr. Pearson).
Sure. (female speaker).
This evaluation form, is it for the entire day? (Dr. Pearson).
It’s for the entire day, so I just want you to,
because at some point you may not have time to
go back and fill out this particular session, so I’m just
cautioning you, it’s going to be a long day for you all. I’m loving you now, it’s going
to be a long day, and tomorrow will be even longer. But fun, trust me. (male speaker).
Twenty-four hours to 25 huh? (Dr. Pearson).
We have a lot, so yes, you will keep this form all day,
but so that you can stay focused I want you to go ahead
and get this particular piece out of the way. We will take a break and we
will exit, maybe transition to the next room. Thank you so much, I willl have
time to mingle more, I will. I know it’s been a crazy morning
yet, but I will have time to mingle more at lunch. We are doing great on our
schedule, and I’m trying to keep us on that schedule. Okay so if you would like to
hang around in here for another ten minutes and you don’t
need a break, feel free. Thank you. (audience).
Thank you. ♪ [music playing–
no dialogue] ♪♪.

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