Assessment Strategies

That Promote Student

Engagement

Tia Juana Malone, English Professor

Ruth Ronan, Course Developer
You will be able to…

Differentiate between Likert scales, holistic

rubrics, and analytic rubrics.

Provide examples of situations for using these

assessment instruments to increase student
engagement.

Support rubrics as an unbiased assessment

tool that promotes inclusiveness.
What is a rubric?
 What is a rubric?

Describes Divides an Describes

A way to the assignment levels of
grade assignment into its performance
student work or task laid component for each of
out on a grid parts its parts
 Warm-Up
Do you need a rubric? Activity

If you agree with at least three of

the statements on the checklist,
you need a rubric
 Effects of Rubrics on Students
 Support communication between
Students
teacher and student LOVE
 Increase student learning through
better, more timely feedback
rubrics!
 Increase motivation making
expectations clearer
 Engage students to become more
self-directed learners
 Improve communication with tutors,
the writing center, and peers.
 Likert Scale

Is it time for vacation?

 Holistic Rubric
Holistic or scoring guide rubrics assess student work as a whole
 Analytic Rubric
Analytic rubrics identify and assess components of a finished product
4 Key Stages of Rubric Construction

Stage 1:1:Reflecting
Stage Reflecting
Reflecting Reflect on what we want from students, why we created
this assignment, previous experience, and on our
expectations .
Stage 2: Listing
Listing Stage 2: Listing
Focus on the particular details of the assignment and
on learning objectives.
Grouping and Stage 3: Grouping and Labeling
Labeling Stage 3: Grouping and Labeling
Group similar expectati ons together to form rubric
dimensions.
Application Stage
Stage4:4:Application
Application
Apply dimensions and description from Stage 3 to the
final grid format of the rubric.
 4 Basic Parts of a Rubric
Title
Task Description:
Scale Level Scale Level 2 Scale Level 3 Scale Level 4 Score
1
Dimension 1
Dimension 2
Dimension 3
Dimension 4
Dimension 5

1. Task description
2. Scale or levels of performance
3. Dimensions
4. Description of the dimensions
 The Task Description
Title
Task Description:

 Involves a “performance” by the student.

 Can take the form of a specific assignment, such as
a paper, poster, or presentation.
 Can apply to overall behavior, such as participation,
proper lab protocols, and classroom expectations.
 The Grading Scale Labels
Title
Task Description:
Exemplary Accomplished Developing Beginning Score
4 3 2 0-1

 Describe how well or poorly any given task has been

performed.
 There is no set formula for the number of levels, but 3 -5
levels is most common.
 Terms used to describe the level of performance should
be tactful but clear.
 The Dimensions
Title
Task Description:
Exemplary Accomplished Developing Beginning Score
4 3 2 0-1
Connections to
Experience
Connections to
Discipline
Transfer

Integrated
Communication
Reflection and
Self-Assessment

 Lay out the parts of the task simply and completely.

 They should outline the type of component skills students
must combine in a successful scholarly work.
 Dimensions should not include any description of quality of
performance.
 Dimension Descriptions
GRADING KEY
A 3.7 – 4.0
B 2.7 – 3.6
C 1.7 – 2.6
Title D 1 – 1.6
Task Description: F 0

Exemplary Accomplished Developing Beginning Score

4 3 2 0-1
Connections to Compares life experiences Developing ability to compare life Identifies connections between Makes few or no connections
and academic knowledge to experiences and academic life experiences and those between life experience and
Experience infer differences… knowledge to infer differences… academic texts and ideas… academic texts and ideas…

Connections to Independently, presents When prompted, presents When prompted, consistently Is unable to consistently present
examples, facts, or theories examples, facts, or theories from presents evidence showing a evidence to support connections
Discipline from more than one field… more than one subject, field of… connection with another subject… to subject or fields of study or…

Transfer Uses skills, abilities, Developing ability to apply Uses, in a basic way, skills, Inadequately applies skills and
theories, or methodologies learning from one situation to a abilities, theories, or knowledge across situations
gained in one situation… new situation to contribute… methodologies gained in one… explained in texts or discussions.

Integrated Fulfills the assignment(s) by Developing ability to fulfill Fulfills the assignment(s) (i.e. to Assignments are incomplete and
choosing a format, assignments by choosing a produce an essay, a poster, a poorly executed.
Communication language, or graphic that … format, language, or graphic… video, a PowerPoint…

Reflection and Articulates by using a new Sometimes articulates strengths Describes own performances with Unable to identify behaviors that
thought, idea, opinion or and challenges in general descriptors of success and may have resulted in success or
Self-Assessment remark the strengths… assignments/discussions… failure. failure.
 Dimension Descriptions

 A rubric should contain a description of

the highest level of performance.
 Subsequent levels describe the
difference between that level of
performance and the ideal.
 The last level places the emphasis on
what might have been accomplished
but was not.
Online Rubric Tools

iRubric
www.irubric.com

Rubistar
rubistar.4teachers.org

Moodle 2.0
http://docs.moodle.org/23/en/Rubrics
Let’s Brainstorm a
Rubric!
 Works Cited
Stevens, D. D. (2012). Workshops: Rubrics for Teaching,
Rubrics for Learning PowerPoint. Retrieved May 5, 2012,
from Introduction to Rubrics:
oit.wvu.edu/training/classmat/ppt

Stevens, D. D., & Levi, A. J. (2005). Introduction to Rubrics.

Sterling: Stylus.