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ITEDU 691 -- Strategies and Materials for Teaching
Technology Education
Department of Industry and Technology
Ball State University
Muncie, IN 47306
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Assignment:
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Rubric Assignment
See Course Calendar. http://www.bsu.edu/web/rlshackelfor/ITEDU691/CourseCalendar.htm
This assignment is worth
80
points. |
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Purpose:
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The purpose of this assignment is to
enhance your understanding and effective use of rubrics.
Your research into the rubric concept should help you develop an
understanding of the concept and how rubrics can be used to enhance
learning and facilitate accurate learning assessment and evaluation.
If you have additional questions about
rubrics (e.g., their form or content), please seek clarification to that meaning by discussing
it with others in the class before checking with
me.
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Objective:
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Given the information
in the Rubric Assignment and the Rubric Assessment Form you will: |
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(1) |
Research and examine
the concept of rubric construction and use. |
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(2) |
Develop a rubric to
access the learnings identified in the design brief you developed in
Module 4. The rubric should be capable of: |
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(a) |
accessing and evaluating the
learnings identified in the design brief's objectives, challenge, and/or
outcomes. |
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(b) |
accessing and evaluating the
learnings identified in the original design brief evaluation section. |
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(c) |
accessing and evaluating the
learnings identified in the design brief procedures. |
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(d) |
accessing and evaluating the
learnings identified during the instructor's feedback. |
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(e) |
revise the design
brief based upon instructor; and self- and peer-assessment reviews. |
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(f) |
Use current APA format for all citations and bibliography
listings. |
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(3) |
Actively exchange
ideas and information with others students in-class. |
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Note: If you developed
a rubric as part of the original design brief assignment, your task for
this assignment is to modify that rubric to enhance its ability to support
learning and learning assessment. |
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Rubrics:
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Rubrics are a form of
authentic assessment because they are designed to closely correspond to
real world experience or standards. Rubrics are particularly useful
in assessing criteria which is both complex and subjective (Pickett and Dodge,
2001). Goodrich (1997) defines a rubric as "a scoring tool that
lists the criteria for a piece of work, or 'what counts' (for example,
purpose, organization, details, voice, and mechanics are often what count
in a piece of writing); it also articulates graduations of quality for
each criterion, from excellent to poor." Liu (1995) states that
rubrics allow students to assume responsibility for their work and guide
assessment by: |
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(1) |
describing what
students must do or learn to achieve a satisfactory grade, |
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(2) |
telling students what
to look for, |
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(3) |
setting learning
standards, |
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(4) |
clarifying
expectations and achievement expectations, |
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(5) |
guiding student
learning, |
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(6) |
specifying exactly
what is expected, |
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(7) |
defining success in
our classes, and |
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(8) |
allowing
"students to assume responsibility for the quantity and quality of
their work and see its value beyond the letter grade they receive (p.
51)". |
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Pickett and Dodge (2001)
indicate that while rubrics often take different forms and include diverse
levels of complexity they all contain these three common features: |
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(1) |
a focus on measuring a
stated objective (criteria, trait, dimension, performance, behavior, or
quality), |
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(2) |
the use of a range or
scale to rate each objective or performance, and |
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(3) |
standards of
excellence for specific objectives or criteria that describe
various degrees of quality or ranges of performance. |
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Your
Tasks:
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You are to use the
results of your investigation into rubrics (e.g.,
articles, books, WWW, etc.) to develop an assessment instrument capable of
being used to measure and evaluate the learnings identified in the design
brief you created in Module 4.
During this activity you are to:
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(1) |
Research and examine the rubric concept, sample rubrics, and information related to
rubric construction.
Naturally, your examination of and
research into this topic should go beyond the sources listed in the
"Course Resource" document. See course resources for
information on a variety of different sources on rubric development.
http://www.bsu.edu/web/rlshackelfor/itedu/Resources.htm
This investigation should include a close examination of the information and
related links in the following web sites: |
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(a) |
http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm |
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http://edweb.sdsu.edu/webquest/rubrics/rubrics.html |
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(b) |
http://www.middleweb.com/rubricsHG.html |
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(c) |
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_
and_rubrics.html |
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(2) |
Based upon your
research and review of sample rubrics identify a process for creating your
rubric. As you develop your process be sure that it includes the
following steps: |
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(a) |
Review your design
brief and its' objectives, challenge, procedures, desired outcomes, and/or
evaluation section. |
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(1) |
The purpose of this review to
clearly identify what you have asked the student to do (cognitive,
affective, and psychomotor) and what the desired outcomes (e.g., artifacts)
are. |
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(b) |
Based upon this
assessment list the criteria to be measured (e.g., objective, trait,
dimension, performance, behavior, quality). |
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(c) |
Determine the scale or
levels to be used to assess each criterion. A three or four level
scale is normal. Remember, each criterion does not have to be of
equal importance. During your review of sample rubrics you may have
noticed that some rubrics use multipliers for certain criterion that may
be weighted more heavily. |
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(d) |
Articulate the
gradations of quality by describing the best and worst levels of quality
(Goodrich, 1997). Goodrich suggests that you: |
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(1) |
Avoid unclear language. |
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(2) |
Avoid unnecessarily negative language. |
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Carefully articulate graduations
of quality. |
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(e) |
Use self- and
peer-assessment to review the rubrics performance. During this
review check to see if the rubric: |
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(1) |
relates to the outcomes being
measured, |
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(2) |
does not address any extraneous
elements or learnings not listed or described in the design brief, |
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(3) |
truly represents exemplary
performance in each criterion, |
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(4) |
scales are clear and define what
is being measured, |
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(5) |
can be used consistently by
different scorers, |
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(6) |
is developmentally appropriate, |
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(7) |
is fair and free of bias, and |
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(8) |
is useful, feasible, manageable,
and practical.
(adapted from http://intranet.cps.k12.il.us/Assessments/
Ideas_and_Rubrics/Intro_Scoring/Eval_Rubrics/eval_
rubrics.html, 2000) |
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(f) |
Revise the rubric
based upon the self- and peer-assessments. |
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(g) |
Visit these sites for
additional ideas. |
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(1) |
http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Guidelines.html |
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(2) |
http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html |
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(3) |
http://www.cotf.edu/ete/teacher/rubrics.html |
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(3) |
During rubric
development you can use one of the rubric builders or machines list on the
Web. However, be sure to carefully edit or modify the suggested
levels of performance due to the uniqueness of your design brief,
content, and acceptable levels of performance. |
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(4) |
revise the design
brief based upon instructor; and self- and peer-assessment reviews. |
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(5) |
Develop
a one page reference sheet or bibliography of the resources used to
develop your rubric. |
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(a) |
Use
current APA format for the bibliography and all citations. |
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(6) |
Submit
all materials for assessment.
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(7) |
If, after reading
the assignment and reviewing the assessment form, you have any questions about
the assignment or where you can obtain additional sources of information
on rubrics, I encourage you discuss these
needs with others in the class. |
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Submit:
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Submit
the following materials for assessment and feedback. Be
sure to but your name on each paper to be submitted. I recommend
that this be placed in the document's header for footer. |
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(1) |
A copy of the design
brief rubric. |
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(2) |
A copy of your revised
design brief. |
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(3) |
A
one page reference sheet or bibliography of the sources used in the
development of the rubric. (Remember to use
current APA Format.) |
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(4) |
Email
a copy of your rubric, revised design brief, and bibliography to the instructor. (Include
each item as attachments to the email.) |
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(5) |
Mail
(a) a copy of your rubric, (b) revised design brief, and (c) bibliography to the instructor. |
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Assessment:
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The Rubric Assignment will be assessed using the criteria identified in
Rubric Assignment Assessment Form.
See Rubric Assignment Assessment Form
http://www.bsu.edu/web/rlshackelfor/ITEDU691/rubric
assessmentform.htm |
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Due Dates:
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Materials (e.g.,
completed rubric and revise design brief) must be submitted by the following
dates: |
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Email
materials must be submitted by: 12/10/05 |
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Mailed
materials must be received by: 12/12/05 |
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It is recommended
that the student retain a disk backup copy of all materials sent incase
something is lost in the transmission. |
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Developed by:
Dr. Ray Shackelford
Department of Industry and Technology
Ball State University, Muncie, IN
Please report inactive links, corrections, and suggested additions to
rshackelford@bsu.edu
İRay Shackelford
06/02/05
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