Rubrics- the Versatile and Practical Choice February 2016

Rubrics- the Versatile and Practical Choice February 2016

• 1.
  RUBRICS: THE VERSATILE AND PRACTICALCHOICE Assessment Day 4.0 February 2016 Eric Streeter, Senior Academic Advisor
• 2.
  Outline • What arerubrics • Why we chose to use rubrics • Creating the rubrics • Experience using rubrics in academic advising • Data
• 3.
  WHAT ARE RUBRICS?
• 4.
  Rubrics • Used toscore or rate • Articulates what is being measured and the scale it is being measured on • Descriptive rubrics: the gold standard • The scales is further explained for each item being measured
• 5.
  A Descriptive RubricExample Needs Improvement (1) Developing (2) Sufficient (3) Above Average (4) Clarity (Thesis supported by relevant information and ideas.) The purpose of the student work is not well-defined. Central ideas are not focused to support the thesis. Thoughts appear disconnected. The central purpose of the student work is identified. Ideas are generally focused in a way that supports the thesis. The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.
• 6.
  Your Experience withRubrics • Academic assignments • Judged contests (talent show, costume contest, etc.) • Performance evaluations • Candidate evaluations • To an extent – some survey questions resemble rubrics
• 7.
  WHY USE RUBRICS?
• 8.
  The Choice: Rootedin Mapping • Direct measure for learning outcomes • Context for learning for measuring: mostly advising appointments • Ease of use • Versatility • Conversations in advisement appointments • “Assignments” completed by advisees • Timeframes for use
• 9.
  Rubric Versatility Advising Structure: •College of Arts and Sciences • School of Architecture and Planning • School of Engineering and Applied Sciences • School of Management • School of Medicine and Biomedical Sciences • School of Nursing • School of Pharmacy and Pharmaceutical Sciences • School of Public Health and Health Professions • Student Advising Services • Athletics • Access to College Excellence Program (ACE) • Daniel Acker Scholars • Educational Opportunity Program (EOP) • Student Support Services (SSS) • University Honors College
• 10.
  CREATING OUR RUBRICS
• 11.
  Rubric Tool Baseline, formCampus Labs • Was already available to us • Easy to access • Easy to set up
• 12.
  Development & Testing •Developing the criteria and descriptions • Decision to use a 3 point scale • Testing • Several advisors form different departments • Multiple contexts • Increased support for the tool
• 13.
  ADVISING ASSESSMENT RUBRICS Major andGeneral Education Requirements Rubric Goals Rubric
• 14.
  Decisions and Tradeoffs Choice •Flexibility for sampling method • Timeline • Sample size Tradeoffs • Challenges to viability of the data
• 15.
  Decisions and Tradeoffs Choice •Baseline tool • Availability • Ease of use • Ease of set up Tradeoffs • Lack of flexibility to make certain customizations • Comment sections • Criteria descriptions • Built in reports do not say much • Advisors cannot view the data they entered
• 16.
  Decisions and Tradeoffs Choice •Entering student person number • Demographic data • Makes using the tool faster when other demographic data is not entered Tradeoffs • Some data gets lost when ID numbers get entered incorrectly
• 17.
  Decisions and Tradeoffs Choice •3 point scale • Easy to use • Required less instruction Tradeoffs • Less dynamic data
• 18.
  Challenges • Training • Peopledo not understand what a rubric is at first • When to do the assessment • Limitations of the Baseline tool • Challenges to the data based on the tradeoffs
• 19.
  Successes • Positive feedbackabout ease of use • Every unit agreed to use at least one rubric • Data!
• 20.
  DATA
• 21.
  LO: Students willknow the requirements for their major • Requirements Rubric
• 22.
  LO: Students willknow the requirements for their major • Requirements Rubric
• 23.
  LO: Students willknow the requirements for their major • Requirements Rubric
• 24.
  LO: Students willknow the requirements for their major • Requirements Rubric
• 25.
  LO: Students willknow their requirements for general education • Requirements Rubric
• 26.
  LO: Students willknow their requirements for general education • Requirements Rubric
• 27.
  LO: Students willbe able to select appropriate courses based on their goals • Goals Rubric
• 28.
  LO: Students willbe able to select appropriate courses based on their goals • Goals Rubric
• 29.
  LO: Students willbe able to select appropriate courses based on their goals • Goals Rubric
• 30.
  USING THE DATA
• 31.
  “Closing the Loop” •Share data • Engage stakeholders • Make interpretations • Set targets for improvement • Brainstorm ideas for improvement • Implement changes for improvement • Continue to assess after changes are implimented