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List of Figures | |
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Foreword | |
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Preface to the Second Edition | |
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Preface to the First Edition | |
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An Introduction to Rubrics | |
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What is a Rubric? | |
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Do You Need a Rubric? | |
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What are the Parts of a Rubric? | |
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Part-by-Part Development of a Rubric | |
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Task Description | |
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Scale | |
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Dimensions | |
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Description of the Dimensions | |
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Creating Your First Rubric: Is it Worth the Time and Effort? | |
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Why Use Rubrics? | |
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Rubrics Provide Timely Feedback | |
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Rubrics Prepare Students to Use Detailed Feedback | |
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Rubrics Encourage Critical Thinking | |
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Rubrics Facilitate Communication With Others | |
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Rubrics Help us to Refine Our Teaching Skills | |
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Rubrics Level the Playing Field | |
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Conclusion | |
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How to Construct a Rubric | |
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Four Key Stages in Constructing a Rubric | |
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Reflecting | |
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Listing | |
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Grouping and Labeling | |
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Application | |
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Construction of a Scoring Guide Rubric | |
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Construction of a Three- to Five-Level Rubric | |
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Conclusion | |
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Rubric Construction and Use in Different Contexts | |
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Rubric Construction and the Classroom | |
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Involving Students in Rubric Construction | |
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Five Models of Collaborative Rubric Construction | |
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The Presentation Model | |
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The Feedback Model | |
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The Pass-the-Hat Model | |
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The Post-it Model | |
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The 4�4 Model | |
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Conclusion | |
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Rubric Construction with Others: Teaching Assistants, Tutors, or Colleagues | |
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Involving Teaching Assistants in Rubric Construction | |
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Involving Tutorial Staff in Rubric Construction | |
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Involving Colleagues in Rubric Construction | |
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Conclusion | |
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Grading with Rubrics | |
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Performance Anchors: Being Consistent and Focused | |
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Detailed, Formative Feedback: Gaining Speed | |
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Individualized, Flexible Feedback: A Trade-Off | |
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Summative Feedback: Assigning Grades | |
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Grading Our Own Teaching Methods | |
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Evaluating Our Own Rubrics: Metarubrics | |
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Conclusion | |
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Making it Yours | |
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Should You Use Ready-Made Rubrics at All? | |
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Using Online Rubrics | |
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The Four Stages of Rubric Modification | |
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Case Study | |
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Conclusion | |
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Rubrics for Learning from Experience | |
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Learning From Experience for Traditional Assignments | |
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Rubrics for Classroom/Lab/Studio Behaviors | |
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Rubrics for Service Learning | |
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Rubrics with Community-Based Partners | |
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Conclusion | |
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Rubrics and Online Learning | |
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Rubric for Participating in an Online Discussion Forum | |
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Rubric for Creating a Wiki Page for Online Group Work | |
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Rubric for Peer Review of a Draft Version of a Final Project | |
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"Nuts and Bolts" of Using Rubrics Online | |
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Contribution of Rubrics to a "Sense of Presence" in Online Teaching | |
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Conclusion | |
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Rubrics and Teaching Improvement | |
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Horton Uses a Rubric: A Case Study | |
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Using Rubric Dimensions to Organize Notes Taken While Grading | |
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Creating an "Expanded Grade Book" | |
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A Teaching Model: Four Phases of Teaching | |
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Conclusion | |
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Rubrics for Self-Assessment and Career Advancement | |
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Rubric for Writing a Teaching Philosophy Statement | |
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Rubric for the Scholar-Educator | |
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Rubric for a Narrative for Promotion and Tenure | |
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Conclusion | |
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Rubrics and Program Assessment | |
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The Walvoord Basic, "No-Frills" Department Assessment Method | |
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Portland State's University Studies "Frills-Included" Annual Assessment | |
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The Value Rubrics "All-Frills-Inclusive" Assessment Package | |
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Rules for Good Program Assessment Using Rubrics | |
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Epilogue: The Rubrics Manifesto | |
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References | |
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Appendices | |
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Mini-Lesson 1: Writing a Task Description | |
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Mini-Lesson 2: Writing Student Learning Outcomes (SLOs) | |
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Blank Rubric Format for a Four-Level Rubric, Landscape Format | |
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Blank Rubric Format for a Scoring Guide Rubric | |
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Portland State University Studies Program Rubric: Ethical Issues | |
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Portland State University Studies Program Rubric: Holistic Critical Thinking | |
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Portland State University Studies Program Rubric: Quantitative Literacy | |
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Portland State University Studies Program Rubric: Writing | |
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Portland State University Studies Program Rubric: Diversity | |
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Website Information for Introduction to Rubrics | |
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Index | |