Monthly Archives: January 2012

Complete Rubrics: Chapter Two

Documents, Of rubrics, Resources, Rubric Book reviews

Quinlan, Audrey M. A Complete Guide to Rubrics: Assessment Made Easy for Teachers, K-College. Lanham, Maryland: Rowman & Littlefield Education, 2006. Print.

 

 

Chapter Two: Checklists, Performance Lists, or Rubrics

 

 In this chapter Quinlan talks about how rubrics aren’t right for every assignment or for all parts of all assignments at least. She starts the chapter talking about the three kinds of learning objectives: “cognitive (information and knowledge), psychomotor (physical actions), or affective (attitudes)” (17).  She discusses Bloom’s taxonomy and its relation to cognitive objectives. She gives a nice chart on pages 18-19 that breaks down Bloom’s categories and gives instructional objectives and verbs for each category: knowledge, comprehension, application, analysis, synthesis, and evaluation. I did a quick search and found another page from Clemson University that includes similar information: http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf

 

Psychomotor learning objective include anything that students must physically complete, from handwriting to archery to lab experiments to building robots. Quinlan cites Heinich, Molenda, and Russell to describe “four levels of the psychomotor objectives: imitation, manipulation, precision, and articulation” (17). 

 

Affective learning objectives include attitudes and feelings about learning, which have to be evaluated by self -disclosure or through observation, so they are often “the most difficult to measure and evaluate” (17).

 

Quinlan next discusses using simple checklists to measure any of these kinds of learning objectives whether it’s completing a map or learning to spike a volleyball or even enjoying an activity (uses terms like “volunteers, joins in, cooperates, enjoys” (20). I can imagine using a checklist for group projects in my Comp I class or for the parts of the research paper in Comp II (instead of a multi-part rubric).

 

Here is an example of how I might use a checklist:

 

Checklist for College Composition II research paper

 

____ Brainstorming idea with class group

 

____Summary One

 

____Summary Two

 

____Topic selected and approved

 

____Outline and planning completed

 

____ Initial research completed

 

____Draft of paper completed

 

____Peer review of group drafts completed

 

____Grading conference with instructor completed

 

____Revision of paper into final draft completed

 

____Evaluative paper completed

 

 

 

This kind of checklist would be useful for the student and the instructor, to keep the student on task and for the instructor to have one clear sheet with the student’s progress.

 

Next Quinlan talks about using an expanded checklist to do simple evaluation of parts of a tasks, using perhaps a check, minus, plus sign system to show students how well they completed the parts of the checklist. Again, I can see this being useful in a large individual or group project where not every part is graded individually.

 

The next type of tool discussed is a performance list, which uses a checklist format but assigns points to each task.

 

I could use a performance list for my group grammar presentations. One might look like this:

 

Group Grammar Presentations

100 points

 

Group Participation (25 points—5 points each)

 

___ Took a clear role in the group

 

___Completed a fair share of the work

 

___Got along with members (avoided or dealt with conflict)

 

___Communicated with members effectively

 

___Attended regular group meetings

 

 

Grammar Knowledge (50 points—10 points each)

 

____ summarized grammar concepts

 

____identified important terms accurately

 

____produced several original examples of each error

 

____corrected example errors accurately

____ answered any questions accurately and thoroughly

 

Presentation Skills (25 points—5 points each)

 

____ involved audience in presentation

 

___ Created an organized and visually appealing display

 

___Spoke clearly and loud enough

 

___Made eye contact with audience

 

___Displayed use of professionalism and standard English usage

 

 

Finally, Quinlan moves on to using rubrics. First, she explains the advantages to rubrics: they provide clear expectations, they let students know the benchmarks of the assignments, they let student see themselves in relation to clear objectives, they create more fairness and consistency in grading, and they “provide teachers with data to support grades” (26).

 

Quinlan talks about both 4 point or 6 point and holistic or analytic rubrics.   

 

 In a four point rubric, #4 would be “exemplary performance;” #3 would be “proficient…[s]olid performance or understanding;” #2 would be “partial understanding…emerging or developing; makes errors;” #1 would be “minimal understanding…has serious errors or misconceptions;” and 0 would be “[n]o attempt made” (27). In a 4 point rubric, a 3 is the “standard” (27).

 

In a 6 point rubric, the levels are: 6= “Exemplary achievement ;” 5= “Commendable achievement;” 4= “Adequate achievement;” 3= “Some evidence of achievement;” 2= “Limited evidence of achievement;” 1= “Minimal evidence of achievement;” and 0= “No response” (27). In a 4 point rubric, a 5 is the “standard” (27).

 

In a holistic rubric, the instructor includes all components or dimensions of an assignment in one category and assesses them together.

 

For example, for a general writing assignment that any instructor might assign, a simple 4 point rubric could be done holistically as follows:

 

4 points (exemplary)

 

Focus: has a clear focused thesis that is specific, original, and appropriate

Organization: has clear and developed paragraphs with specific topic sentences that relate to thesis

Content: uses specific examples or support for thesis and ideas

Style: uses appropriate and professional words and varies sentences

Grammar: adheres to Standard English conventions and has few or no errors

 

3 points (competent)

 

Focus: has a clear focus for the paper

Organization: has clear paragraphs that relate to thesis

Content: supports thesis

Style: uses clear appropriate language

Grammar: adheres to Standard English conventions with only slight errors that do not hinder communication

 

2 points (developing)

 

Focus: focus for the paper may be unclear or change

Organization: paragraphs may not relate to thesis or be clearly focused

Content: has some support but needs more to develop the thesis

Style: may use some inappropriate or inconsistent words or sentences

Grammar: has some errors in Standard English usage that may interfere with communication

 

1 point (unsatisfactory)

 

Focus: no clear focus for the paper

Organization: no clear paragraphs or no connection between paragraphs and thesis

Content: thesis is unsupported

Style: inappropriate or inconsistent words or sentences primarily used

Grammar: many errors in Standard English that interfere with communication

 

0 points

Did not complete

 

Although I can see the usefulness of this kind of rubric, the problem is that it doesn’t tell a student why he or she specifically received a 4 or a 2. Often a student may do well in organization, for example, but poorly in support and grammar.

 

The analytic rubric lets the instructor break down the points more specifically. For example, the rubric would be broken down into its dimension, like this:

 

Focus

 

4. has a clear focused thesis that is specific, original, and appropriate

3. has a clear focus for the paper

2. focus for the paper may be unclear or change

1. no clear focus for the paper

0. no attempt

 

 

This is much more like the rubrics displayed in the Introduction to Rubrics book-which I think are most useful.

 

A Complete Guide to Rubrics, Chapter One

Of rubrics, Rubric Book reviews

Quinlan, Audrey M. A Complete Guide to Rubrics: Assessment Made Easy for Teachers, K-College. Lanham, Maryland: Rowman & Littlefield Education, 2006. Print.

  

Chapter One: Background: What is a Rubric and Why Bother?

 Like the Introduction to Rubrics book, this text begins with creating a need for rubrics, especially in subjective grading matters like papers or presentations. The author uses the idea that teachers, especially teachers who have been teaching and grading a long time, instinctively know what grade an assignment deserves by looking at the assignment. In some ways, I think this is true. I tend to be a holistic grader and I do usually know a clear A, B, C or F paper. However, assignments aren’t always that clear either. It’s the B+/A- papers or the D papers that can still stump me at times even after 18 years of grading student essays. Of course, the main problem with instinctual or holistic grading is communicating the grade clearly to the students and making comments useful so the student can improve performance.  I agree with this. Even though I may write extensive comments on a paper, I still have students quibble over the 88/100 grade at times (although not as often as they probably should).  Using rubrics would communicate much more specifically why the student received the 88%.  I have to say that I’m already pretty sold on rubrics, but this book has given me even more reasons.

 

The author talks about theories in educational development and shows how rubrics can be useful no matter what kinds of learning theories an educators adheres to.

 

On pages 9-11, Quinlan breaks down 10 learning theories and how rubrics can be used effectively within their frameworks.  

 

  • For Vygotsky’s Constructivism theory, “[s]coring and instructional rubrics provide for both [actual achievement and zone of proximal] levels of achievement” (9).

 

  • For Skinner’s Behaviorism theory, “[r]ubrics can be designed with memorization tasks, but are not usually necessary. Rubrics can be used to help in the development of test items” (9).

 

  • For Piaget’s Development Theory, “[r]ubrics provide for individuality” (9).

 

  •  For Brain-Based Learning theories (Sylwester; Jensen), “[s]tudent generated rubrics can reduce anxiety” (9).

 

  • To address different learning styles (Kolb), “[r]ubrics—with student input—are perfect for all four styles and can provide for a variety of criteria” (10).

 

  • For Gardner’s Multiple Intelligences theory, “[r]ubrics are supportive of student self-assessment in a variety of activities” (10).

 

  • For Right Brain/Left Brain learning theory (Sperry), “[r]ubrics are used to assess subjective, qualitative work” (10).

 

  • For the Communities of Practice theory (J Dewey), “[r]ubrics can be created for labs and other hands-on assignments, especially for cooperative group projects” (10-11).

 

  • For Glasser’s Control Theory,”’ [b]enchmarks’ of scoring rubrics provide the absolute standard” (11).

 

  • For Bandura’s Social Learning Theory, “[r]ubrics provide the model of excellence and provide assessment of creativity” (11).

 

I thought that this connection between learning theories and rubrics was useful. Quinlan gives specific ideas of how to use assessments and rubrics to match almost anyone’s ideas about learning and growth.

Intro to Rubrics, Chapter 7 and final summary

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Introduction to Rubrics, Chapter Seven: Variations on a Theme and overall reflections of this book

 

 

 

In this chapter, the authors give examples and suggestions for using rubrics in specific disciplines and assignments such as in laboratory classes or for large research projects, book reviews, discussions, or portfolios. They give some excellent examples and suggestions on how and why to use rubrics for these purposes. The part I found most useful was the idea of using a staged rubric for research papers. The rubric includes the stages of the project as the dimensions (such as summaries, outline, draft, etc). Then the rubric can be used as the students progress through the different stages of the project, saving time for the instructor and also allowing the student to have all the feedback on the project in one place to review and build on. This staged rubric is something I may try in English 1109 where I have students work on an extensive project throughout the semester.

 

Overall reflections:

 

This book was extremely useful in helping me develop a rubric, especially in understanding how to tie the rubric to course and college outcomes or learning objectives.  I also liked the ideas of how and why to involve students in the process of rubric construction and plan to try that when I return to the classroom.  I would still like more information about the theories of assigning points in a rubric—this book didn’t discuss that controversy much. From what I can see, the authors of this book use rubrics as a grading tool as well as a way to save time and give useful and specific feedback in a variety of ways. I am thankful for their work and the examples and sample they have provided. I think many of my colleagues could benefit from this information as well.

 

 

Intro to Rubrics: Grading

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Introduction to Rubrics, Chapter Six: Grading with Rubrics

 

 

 

In this chapter, the authors discuss several ways that rubrics improve and speed up grading, depending on the type of rubric used. This is the part of the process that I have struggled with and already I have some good ideas about how to improve the use of rubrics. I am interested in learning about how points and grades can and should best be attached to rubrics.

 

The first thing rubrics can do is make grading more consistent and fair. This book calls this establishing “performance anchors” (73). I laughed when the authors talked about the ways we, as graders, get through papers, by giving ourselves treats, by plowing through in marathon sessions without thinking, by counting and dividing classes into sections. I have done all of these things (I’ve even been known to clean the house—a chore I detest—to avoid grading a pile of papers) to make grading papers more manageable, but rubrics might make grading less of a chore if constructed and used well.

 

Probably the most useful aspect of rubrics is “providing detailed, formative feedback” (73). By using the three to five level rubric, instructors can avoid writing the same comments on student assignments over and over (nice introduction, thesis needs to be more specific, passive voice problems, need to tie ideas back to thesis, etc). These elements are already in the rubric, so the instructor can just check or circle them, giving students the same feedback but in a more consistent and organized manner. The authors do discuss two methods of using the three to five level rubric—with check boxes and just circling elements. Although creating the check boxes takes a little more time, it seems more useful and organized. For online grading, instructors could use highlighting instead of circling.

 

Scoring rubrics are also useful and time saving if the students are already pretty proficient in their work. By giving only the highest level of achievement and then room for comments, these scoring rubrics allow students to know the expectations of the assignment and give the instructor opportunity to add individual feedback. However, if the student does have trouble with the final assignment, the scoring rubric doesn’t save much time because the comments are numerous.

 

The last part of rubric use is, of course, grading. The authors discuss the benefits and pitfalls of assigning points to a rubric. They give a great example of a scoring rubric using points, which makes the grade quite clear to the student and makes grading a simple exercise for the instructor. However, they also talk about the problems with assigning points to rubrics –that students may nitpick over the points in a certain section or want to argue their grade more. They make a good point that before using rubrics, most instructors just gave comments and a grade—much less feedback and organization than a rubric. I think that involving students in weighing the dimensions of a rubric could help with this. If students are invested in the process of creating the rubric, they may not challenge it as much. I will have to try a couple of different ways and see what results in the most improvement. I have always been a pretty holistic grader, but sometimes I find it useful to break down the grade more clearly for me and my students. It can depend on the assignment. In my poem assignments in creative writing, I think assigning points will actually make the grading clearer and more fair—same with a major research paper. I’m not so sure about other assignments like composition I papers, especially the final exam. Even if points are not included in the rubric, students and instructors can usually tell the quality of the paper from the number of checks or circles in each level. For example, if the student has many more checks in the “excellent” category than any other, that is clearly an A paper. Same if the most checks are in the middle category, etc.

 

The last part of this chapter talks about a really interesting use of rubrics, one I had not considered: evaluating ourselves as instructors. Examples are given of ways to use a rubric to check how students did on assignments as a class, so instructors can track problems and provide ideas for how to improve performance next time. I’d like to try this—it could really improve how I present assignments in the future. The process involves a simple scoring rubric that checks off how students did in each dimension and element overall. This could be done while grading, and then the results will be done when the grading is done.  Nice idea! The authors also discuss using a “metarubric” (93) to evaluate the rubric itself. Interesting idea if the rubric doesn’t seem to be working, but time consuming otherwise.

 

Based on these ideas, I have revised my poem one rubric to include point values.

 

 

Poem One

 

TASK DESCRIPTION: Length:  At least 10 lines. 

Poem should be typed in word processing program and saved as an RTF (Rich Text Format) file. 

Document should be named: yourlastname_poem1  (for example: swing_poem1)  

Poem should have heading in upper left corner with your name, class, date and the assignment (poem one). Title of the poem should be left-justified before the first line of the poem.

Write a new poem, using at least four of the techniques described in Lesson Six. The poem does not have to rhyme, but it can. 

The poem should include at least four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.

 

 

 

DIMENSIONS Excellent Competent Developing Comments and points
 

 

 

Poetic Elements

12 points

 □    Includes the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)

□    Ideas/themes in the poem are enhanced by the poetic techniques

□    Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons)

 

 □    Includes three of the four required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)

□    Ideas/themes in the poem are not clearly enhanced by the poetic techniques; the poetic elements seem used only because the assignment requires them

□    Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons) although there may be some small errors in English usage or confusion about the use of grammar, capitalization, or punctuation

 

 □    Does not include all of the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)

□    Ideas/themes in the poem are not enhanced by the poetic techniques; they do not connect clearly

□    Poem does not use standard English usage at all and there is not clear reason for errors in grammar, spelling or punctuation use

 

  
 

 

Originality

 

6 points

 

 □      Word choices in the poem are original, precise, and thoughtful,

□    Poem shows the author’s style and point of view clearly and in an original manner

□    Poem has a meaningful title

 

 □      Word choices in the poem are clear, but may lack originality or precision

□    Poem has a style and point of view but it may be inconsistent or vague at times

□    Poem has a title, but it may be over general or not contribute to the theme or ideas in the poem clearly

 

 □      Word choices in the poem are clichéd, vague, or seem forced and rushed

□    Poem does not have a clear original style or point of view

□    Poem has no title

 

  
Structure

4 points

 □    Poem has a clear structure, possibly using stanzas or other means (like rhyme) to develop and connect ideas in an organized manner

□    Poem uses line lengths purposefully and consistently to enhance meaning in the poem

□    Poem uses rhythm purposefully and consistently in the poem

 □    Poem has an attempt at structure, but it may be inconsistent to unorganized

□    Poem has clear lines but may have inconsistent line lengths for no clear poetic reasons or the lines may not connect clearly to the ideas in the poem

□    Poem has a rhythm but it is inconsistent and possibly awkward in places

 □    Poem does not have a clear structure or organization

□    The poem’s lines are broken in unclear ways and may create confusion in ideas and theme

□    Poem has awkward and inconsistent rhythm (try reading the poem aloud to hear where the rhythm is awkward or changes unnecessarily )

  
 

Professionalism

3 points

 □    Paper has correct heading and formatting,

□    Poem is submitted in the dropbox correctly (with correct file name and in RTF or Microsoft word formatting)

□    The poem was submitted on time

 

 □    Paper has heading and formatting although there may be some errors

□    Poem is submitted in the dropbox but the file was labeled incorrectly or the file format was not RTF or Microsoft Word

□    The poem was submitted on time

 

 □    Paper has no heading and/or errors in formatting

□    Poem is submitted in the dropbox incorrectly (without correct file name and/or in an unreadable word processing format)

□    The poem was submitted late

 

  
Total Points: 25       Grade:

 

 

Overall Comments:

 

 

 

 

 

Intro to Rubrics: chapters 4 and 5

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Introduction to Rubrics, Chapters Four and Five

 These two chapters discuss using input from others in the construction and revision of rubrics.

 

 Chapter 4: Rubric Construction and the classroom

 In the past, I have used rubrics in classes mostly as a guide to an assignment and as a grading tool. In this chapter, the authors talk about using students more directly to create rubrics or at least using rubrics to gauge the students’ understanding of an assignment.  Involving students in rubric making can give them more ownership in their work and in their grade. I like that idea.

 Five models for student interaction are explained in this chapter. 

  1. The Presentation Model: this is where a rubric is made and presented to students. Students are allowed to ask for questions and clarification, and they can discuss the assignment and the grading. However, no changes are necessarily made to the rubric. In the past, this is the way that I have involved students in my rubric making.  It does usually give me an idea of what parts of the assignment they understand and what I might need to explain or model further.
  2. The Feedback Model: In this model, students are given the rubric, and they can ask questions, suggest changes and clarification, and possibly even have input into how much each dimension is weighted. I like the idea that this can involve students in the process more and make them think about what parts of an assignment are most important. I also like that it can be done in one class period or less.
  3. The Pass-the-Hat Model: in this model, students help create the highest expectations of an assignment based on the assignment description and discussion. Students write one suggestion per piece of paper (of what an A assignment component would be), and then those suggestions are collected in a hat or other (possibly creative) receptacle. The instructor then takes the suggestions and groups them or has students be involved in the grouping or making of dimensions.  The authors say that, although students rarely leave out any crucial element of an assignment, the instructor can always add that in or revise other elements to make the rubric reflect his or her expectations. This method is definitely more time consuming but more interactive too. I can see using it for a first or second paper and then basing other rubrics on the results.
  4. The Post-it™ Model: Like the pass-the-hat model, students write down the elements of an A assignment on Post-it™ notes; then then stick them up around the room. The students are then asked to group the suggestions, creating dimensions. Then the dimensions and elements are put together on a large board and students can discuss the elements, the groupings, and basically get the foundation for the rubric. The instructor then takes the ideas and creates the final rubric outside of class. Although this model is time consuming, I think students would have fun—and be engaged in the process. I would like to try it.
  5. The 4X4 Model: Students are put into groups of four or so and asked to review the assignment. Then each group comes up with four dimensions for the assignment. The groups present their ideas and discuss the similarities and difference in their categories, ultimately voting on the four that will be included. Then the students go back to their groups and write up four levels from 1-4 (one as the lowest) for each dimension. Then the rubrics are presented, discussed, and voted on again. The students may go back to their groups one more time to change the 1-4 levels to words like exemplary, competent, etc. I love this idea, but it would take a significant amount of class time. I can see using it on the major research paper in Comp II or something that takes a huge portion of the class, so students really are a part of the grading model, and they fully understand and agree with the expectations of the assignment.

 

Chapter Five: Rubric Construction with others: teaching assistant, tutors, or colleagues

 T.A.s: Since our two year institutions don’t use teaching assistants, I didn’t spend too much time on this part of the chapter; however, I could see involving student mentors in rubric making or revision. They could help by both giving suggestions and in helping the students in the class understand the rubric.

Learning center tutors: Involving the learning center in rubrics is a great idea—either in the construction or at least in making sure the learning center tutors have copies of the rubrics and helping them understand the expectations and ideas. I definitely plan to give copies of my rubrics to the writing center staff and request that students bring them when they go in to work with tutors.

Colleagues: Through assessment initiatives, I have been involved in grading with a common rubric with other instructors before. It is extremely useful in both being more consistent in grading policies and in discussing ideas. I would like to see if the English department could come up with some standard rubrics to use in our final exit exams in English 0450, 0460, and 1106 and maybe even for a comprehensive research paper for 1109. Even discussing what goes into these rubrics would be useful. I will bring back this idea when I return from my sabbatical. I also want to develop a rubric for the 1106 final exam that I can use that can be used to start the conversation of a common exit exam rubric.

Constructing a Rubric, Stage 4

Of rubrics, Rubric Book reviews

Introduction to Rubrics, Chapter three.

 

Stage4: Application

 

In this stage, the rubric is actually constructed. The authors talk about two different kinds of rubrics that can be made for differing purposes.

 

A scoring guide rubric just lists the highest expectations of an assignment and leaves room for comments. They make the learning objectives and assignment expectations clear, but don’t give specific feedback more quickly to each student so that the student knows what to work on. I can see using a scoring guide rubric for something like online discussion, but not paper assignments.

 

The three-to-five level rubric is the one I think will be most useful. It uses three or five levels of competency and six or less dimensions.  Again, the authors discuss the terminology associated with each level. This is difficult for me. Their suggestions include:  exemplary, competent, beginning; proficient, intermediate, novice; exemplary, competent, not yet competent; excellent, good, developing; or numbering 1,2,3.

 

I think I may use excellent, competent, and developing. Those are good descriptions that don’t have negative connotations.

 

The back of this book gives a website that anyone can use to learn more about rubrics, including samples to use a download.

 

http://www.introductiontorubrics.com/overview.html

 

I used this website to download a framework. With that, I have constructed a first draft of a rubric for my poem one assignment.

 

Interestingly, as I began to construct the rubric, I realized I had left out some crucial elements such as being on time. I also decided to include a new dimension about form and rhythm because I often comment on that in the poems even though it’s not a clear part of the assignment. I will need to revise the assignment description also.

 

 

Poem One

 

TASK DESCRIPTION: Length:  At least 10 lines. 

Poem should be typed in word processing program and saved as an RTF (Rich Text Format) or Microsoft Word file. 

Document should be named: yourlastname_poem1  (for example: swing_poem1)  

Poem should have heading in upper left corner with your name, class, date and the assignment (poem one). An original title for the poem should be left-justified before the first line of the poem.

Write a new poem, using at least four of the techniques described in Lesson Six. The poem does not have to rhyme, but the structure, rhythm, and word choice should be purposeful and clear.  

The poem should include at least four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.

 

 

 

DIMENSIONS Excellent Competent Developing
 

 

 

Poetic Elements

 

 □    Includes the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)

□    Ideas/themes in the poem are enhanced by the poetic techniques

□    Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons)

 

 □    Includes three of the four required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)

□    Ideas/themes in the poem are not clearly enhanced by the poetic techniques; the poetic elements seem used only because the assignment requires them

□    Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons) although there may be some small errors in English usage or confusion about the use of grammar, capitalization, or punctuation

 

 □    Does not include all of the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)

□    Ideas/themes in the poem are not enhanced by the poetic techniques; they do not connect clearly

□    Poem does not use standard English usage at all and there is not clear reason for errors in grammar, spelling or punctuation use

 
 

 

Originality

 

 

 

 □      Word choices in the poem are original, precise, and thoughtful,

□    Poem shows the author’s style and point of view clearly and in an original manner

□    Poem has a meaningful title

 

 □      Word choices in the poem are clear, but may lack originality or precision

□    Poem has a style and point of view but it may be inconsistent or vague at times

□    Poem has a title, but it may be over general or not contribute to the theme or ideas in the poem clearly

 

 □      Word choices in the poem are clichéd, vague, or seem forced and rushed

□    Poem does not have a clear original style or point of view

□    Poem has no title

 
Structure □    Poem has a clear structure, possibly using stanzas or other means (like rhyme) to develop and connect ideas in an organized manner

□    Poem uses line lengths purposefully and consistently to enhance meaning in the poem

□    Poem uses rhythm purposefully and consistently in the poem

 □    Poem has an attempt at structure, but it may be inconsistent to unorganized

□    Poem has clear lines but may have inconsistent line lengths for no clear poetic reasons or the lines may not connect clearly to the ideas in the poem

□    Poem has a rhythm but it is inconsistent and possibly awkward in places

 □    Poem does not have a clear structure or organization

□    The poem’s lines are broken in unclear ways and may create confusion in ideas and theme

□    Poem has awkward and inconsistent rhythm (try reading the poem aloud to hear where the rhythm is awkward or changes unnecessarily )
 

Professionalism

 □    Paper has correct heading and formatting,

□    Poem is submitted in the dropbox correctly (with correct file name and in RTF or Microsoft word formatting)

□    The poem was submitted on time

 

 □    Paper has heading and formatting although there may be some errors

□    Poem is submitted in the dropbox but the file was labeled incorrectly or the file format was not RTF or Microsoft Word

□    The poem was submitted on time

□     

 

 □    Paper has no heading and/or errors in formatting

□    Poem is submitted in the dropbox incorrectly (without correct file name and/or in an unreadable word processing format)

□    The poem was submitted late

 

 

 

Overall Comments:

 

 

Constructing Rubrics, Stage 3

Of rubrics, Rubric Book reviews

Introduction to Rubrics Chapter Three, Stage 3

 

 

Stage 3: Grouping and Labeling. 

In this stage, the highest expectations are grouped together into similar categories and labeled to create dimensions.  

Here are some ways that I could group my highest expectations of the poem one assignment: 

Grouping #1

 

Poetic Elements

  •  Includes the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
  • Ideas/themes in the poem are enhanced by the poetic techniques
  • Poem has a meaningful title,

Formatting

  • Paper has correct heading and formatting,
  • Poem is submitted in the dropbox correctly

  Word use and Style  

  • Word choices in the poem are original, precise, and thoughtful,
  • Poem shows the author’s style and point of view clearly and in an original manner

  Professionalism

  • Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons),

 

Grouping #2 

Use of Poetic Elements

  • Includes the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
  • Ideas/themes in the poem are enhanced by the poetic techniques

 

Professionalism

  • Paper has correct heading and formatting,
  • Poem is submitted in the dropbox correctly
  • Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons),

 

Originality

  • Word choices in the poem are original, precise, and thoughtful,
  • Poem shows the author’s style and point of view clearly and in an original manner
  • Poem has a meaningful title,

 

Actually, as I started to group these elements, I saw how much they overlap. For instance, standard English usage is about professionalism, but it’s also about using poetic elements and begin original at times. Capitalization can be used to enhance poetic ideas, as can punctuation. In addition, a title, although not strictly necessary (Emily Dickinson didn’t use them), is often a way to add meaning and depth to a poem, but lack of a title can be a sign of a student just not paying attention to the assignment. How I decide to group these elements will communicate different ideas about poetry.

 

In the end, here is my final grouping and dimensions:

 

Poetic Elements

  • Includes the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
  • Ideas/themes in the poem are enhanced by the poetic techniques
  • Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons),

Originality

  •   Word choices in the poem are original, precise, and thoughtful,
  • Poem shows the author’s style and point of view clearly and in an original manner
  • Poem has a meaningful title,

Professionalism

  • Paper has correct heading and formatting,
  • Poem is submitted in the dropbox correctly

 

 

 

 

 

 

 

 

Constructing a Rubric, Stage 2

Of rubrics, Rubric Book reviews

 

Introduction to Rubrics, Chapter three.

 

Stage 2: Listing

In this stage, rubric developers are asked to list both class or core objectives and then list  highest expectations for the specific assignment.

 In my poem one assignment, the class outcomes that relate to this assignment are: 

  • Demonstrate an understanding of the basic vocabulary of fiction, poetry, and journal writing.
  • Experiment with fiction, poetry, and journal techniques.  
  • Develop authority, point of view, and individual voice and style in their writing. 

 Here are my ideas on highest expectations for the poem one assignment: 

  • Includes the required poetry elements of the assignment (four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.)
  • Ideas/themes in the poem are enhanced by the poetic techniques
  • Paper has correct heading and formatting
  • Poem is submitted in the dropbox correctly  
  • Poem has a meaningful title
  • Word choices in the poem are original, precise, and thoughtful
  • Poem shows the author’s style and point of view clearly and in an original manner  
  • Poem uses grammar and punctuation purposely (if rules of standard written English are not followed, there should be clear poetic reasons)

These expectations will be used to create the dimensions for a rubric.

 

Intro to Rubrics, chapter 3 : Stage 1

Of rubrics, Rubric Book reviews

In this chapter, the authors go into how to develop a rubric, making sure to relate to course and assignment objects.  Four stages are suggested in constructing a rubric: reflecting, listing, grouping and labeling, and application (Stevens and Levi 29-30). 

 

I decided as I was reading this chapter that I would take an assignment and use their method to develop a rubric, summarizing their ideas as I go. I am using my first poem assignment in English 1100: Creative Writing. The assignment description  is:

First Poem Assignment 

Length:  At least 10 lines. 

Poem should be typed in word processing program and saved as an RTF (Rich Text Format) file. 

Document should be named: yourlastname_poem1  (for example: swing_poem1)  

Poem should have heading in upper left corner with your name, class, date and the assignment (poem one). Title of the poem should be left-justified before the first line of the poem.

Write a new poem, using at least four of the techniques described in Lesson Six. The poem does not have to rhyme, but it can. 

The poem should include at least four of the following elements:  an end-stopped line, a run-on line, an enjambed line, an original metaphor, an original simile.

Stage One: reflecting. 

The authors give a list of questions to answer for a rubric (Stevens and Levi 29-32).  .

 

  1. Why did you create this assignment ?
  2. Have you given this assignment or a similar assignment before?
  3. How does this assignment relate to the rest of what you are teaching?
  4. What skills will students need to have or develop to successfully complete this assignment?
  5. What exactly is the task assigned?
  6. What evidence can students provide in this assignment that would show they have accomplished what you hoped they would accomplish?
  7. What are the highest expectations you hve for student performance on this assignment?
  8. What is the worst fulfillment of the assignment you can imagine short of simply not turning it in at all?

  

Here are my reflections on my poem one assignment.

 

1.  I wrote this assignment to develop students’ skills in using poetry elements and in expanding their creativity. I also developed it to ease reluctant students into writing poetry.

 

2.  Yes, I have given this assignment for that last few years. In general, students do pretty well, but they sometimes forget an element or used clichéd phrases and ideas. I would like to get them to be more original and specific. The comments I most often make on this poem are about being more specific and original.

3.  This assignment relates to three of my course objectives:

    • Demonstrate an understanding of the basic vocabulary of fiction, poetry, and journal writing.
    • Experiment with fiction, poetry, and journal techniques.  
    • Develop authority, point of view, and individual voice and style in their writing. 

It also relates to future assignments—a second poem assignment, the final portfolio, and the final exam. If students do well and learn and understand the skills in this assignment, they will do better on the succeeding assignments also.

 4.  Students have some of the skills they need already, such as thinking about professional writing and creativity. At this point in the class, they have finished and revised a short story and a commentary paper as well as working on a journal. They are practicing new skills with poetry, and many of them have never written a poem before or never learned terms associated with poetry. They read a  lesson before completing this assignment as well as the text ; both explain line types and images. Students need to be able to understand the terms (end stopped line, run-on line, and enjambment as well as simile and metaphor) and they need to understand clichés. Some skills are more important than others, such as originality and using the poetic elements required, but other skills like grammar and punctuation and paper formatting are also included and practiced.

5.  The task is to write a 10 or more line poem using specific poetry elements related to lines and images. The tasks is broken down into parts: using poetry elements correctly, using original images, having a clear voice and style, being consistent in grammar and punctuation use, being professional in paper format and delivery, and typing poetry elements to a clear theme or meaning.

6.  In the past, some of the best poems to come out of this assignment have either been from students with a natural or previous grasp of poetry, who come up with original and specific images and ideas and have a clear, focused poem or students who really work at using the elements required in a focused, specific way. Several times, I’ve had students write this poem about not liking to write poem, but they do it well.

7.  An exemplary example of poem one would be a poem with a specific, interesting title that relates to the poem or even becomes a first line; the poem contains all the required elements and uses them effectively in the poem to enhance meaning and ideas in the poem; the poem has a correct heading, professional formatting, and is submitted in the dropbox correctly; the poem using original images and ideas and does not fall back on clichés or sometimes uses clichés in new ways; the poem using grammar, punctuation, and capitalization either according the standard English usage or in a purposeful way in the poem as another  element to create meaning; the poem shows the students’ writing style and point of view but in a new way.

8.  Students who struggle with this assignment usually have clichéd poems or rely on abstract, vague or secretive ideas. They also may struggle with using two of the line types or only use them for the sake of using them, not to enhance ideas in the poem.

Introduction to Rubrics, Chapters 1-2

Of rubrics, Rubric Book reviews

Stevens, Danielle D. and Antonia J. Levi. Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, Virginia: Stylus, 2005. Print.

Intro to rubrics book picture

Chapters 1-2.

 So far in this text, I’ve learned some important terminology for rubrics. The left hand side of a rubric is called the dimension. I always called these categories, but thinking of them as dimensions is useful for me and for students—to think about writing as layered. The top of the rubric is called scale. Usually there are 3-5 scale levels on a rubrics. These authors also recommend no more than 6-7 dimensions (and no more than a page total). 

I have struggled with how to name the scale or proficiency levels. The authors have given some suggestions (based on others’ examples) such as: 

  • Sophisticated, competent, partly competent, not yet competent
  • Exemplary, proficient, marginal, unacceptable
  • Advanced, intermediate high, intermediate, novice
  • Distinguished, proficient, intermediate, novice
  • Excellent, competent, needs work (8-9)

 These are useful; however, I still struggle with the lower proficiency wording. Words like “marginal” and “unacceptable” are accurate but can demoralize students. I like “needs work.” I’ll have to think more about wording as I create rubrics. 

In chapter two, the authors discuss some research about student feedback that is pretty interesting. Evidently, students often don’t or can’t read the extensive written comments on their work (something I have suspected for many years) but they also don’t like terse comments like “needs better organization, thesis unclear,” etc. Rubrics can give common ground this way but having specific feedback but in a more objective, organize manner. 

The authors give six main motivators for incorporating rubrics: 

  • Rubrics provide timely feedback
  • Rubrics prepare students to use detailed feed back [sic].
  • Rubrics encourage critical thinking.
  • Rubrics facilitate communication with others.
  • Rubrics help us refine our teaching methods.
  • Rubrics level the playing field. (28).

 

I have definitely thought of some of these reasons like timely and detailed feedback. I hadn’t really thought about the critical thinking or level playing field though. It’s true that when I have used rubrics in the past, I stay focused more on the paper and its elements than on the particular student or his or her abilities, so I can see how it would help make grading more objective. Also by weighting parts of the rubrics (making content more points than paper formatting, for example), students understand what is more important but also what they need to work on.