Using rubrics for grading and tools at UL
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The document discusses using rubrics for grading assessments. It provides tips on developing rubrics and outlines criteria to consider, such as validity, reliability, and transparency. It also introduces some online tools that can help with rubric-based grading, including the Assignments tool and PostEm tool in Sulis and Turnitin Feedback Studio. Turnitin Feedback Studio allows instructors to provide detailed feedback and integrate with the Assignments tool in Sulis, though grades do not directly transfer back. The document provides guidance on aligning rubric criteria with learning outcomes and constructing descriptive standards and levels of performance.
Using rubrics for grading and tools at UL
- 1. Using rubrics for grading: tips on using rubrics to grade your assessments and online tools that can help Dr. Íde O’Sullivan and Dr. Angelica Risquez Centre for Transformative Learning
- 2. Resources for alternative assessments CTL Resources: https://www.ul.ie/ctl/staff • Rethinking Assessment: Moving to an alternative, remote end-of-term assessment • Rethinking Assessment - Alternative assessments to end-of-term exams ITD Top desk, Teaching and Learning Resources • https://ul.topdesk.net/tas/public/ssp/4bbbb614-ef1b-4f89-9757-81607877144c Learning Technology Forum website • https://www.ul.ie/ltf/
- 3. Pillars of assessment Validity Reliability Transparency Authenticity Manageability Inclusiveness
- 4. Rubrics for grading and feedback • What is a grading rubric? • List of criteria • Standards • Descriptions of level of performance • Why use grading rubrics? • Staff • Students • Learning • Types of rubrics • Holistic • Analytic A B … Criterion 1 Description Criterion 2 … Holistic rubric A Description B … C …
- 6. Alignment with intended learning outcomes • Language of Bloom’s taxonomy: cognitive, affective, psychomotor Level Suggested words Evaluation Synthesis Analysis Application Comprehension Knowledge Judge, evaluate, compare Design, organize, formulate Analyze, test Demonstrate, illustrate Describe, explain, discuss Define, list, name,
- 7. How to develop a rubric • Decide on the appropriate kind of rubric. • Identify the criteria which you want to assess. Link to Learning Outcomes. • Identify the standards. Name and number them. • Develop the descriptions.
- 8. Criteria A Exemplary Outstanding (A1)/Excellent (A2) B Accomplished Very good (B1/B2)/ Good (B3) C Developing Satisfactory (C1/C2/C3) D Unsatisfactory Introduction and research objectives (clarity, focus, originality and significance) Identifies a relevant research topic and a thesis that provides direction for the paper that is engaging and thought provoking, The thesis clearly and concisely states the position, premise, or hypothesis and is consistently the focal point throughout the paper. Identifies a relevant research topic and a thesis that provides adequate direction for the paper with some degree of interest for the reader. The thesis states the position, premise, or hypothesis, and is the focal point of the paper for the most part. Identifies a research topic but may be too broad in scope and/or the thesis is somewhat unclear and needs to be developed further. Focal point is not consistently maintained throughout the paper. Fails to identify a relevant research topic or is not clearly defined and/or the paper lacks focus throughout. Research methodology (design and implementation, including appropriateness, rationale and consideration for ethical concerns) Well written, detailed description of the research methodology and research design. Methods are highly appropriate for this type of project and are directly linked to the purpose and research questions. Data analysis is highly appropriate for the research and needs little or no refinement. Moderately well written and mostly complete description of the research methodology and research design. Methods appear sound, appropriate and related to purpose and research questions. Data analysis is appropriate for the research but needs some refinement. Partial description of methods which appear to be appropriate and related to purpose and research questions. Data analysis appears appropriate for the research but needs significant refinement. Incomplete and little description of methods. Methods appear inappropriate or unrelated to purpose and research questions. Data analysis is incomplete and inappropriate. Findings, discussion and conclusion (analysis and interpretation of findings? Demonstrates a sophisticated understanding and careful, critical analysis of the research topic and thesis (argument). Compares/contrasts perspectives, considers counter arguments or opposing positions, and draws original and thoughtful conclusions with future implications. Demonstrates an understanding and some critical analysis of the research topic and thesis (argument). Adequately compares/contrasts perspectives, counter-arguments, or opposing positions but broader connections and/or implications are not as thoroughly explored. Demonstrates general understanding with limited critical analysis of the research topic and thesis (argument). Summarizes perspectives, counter-arguments, or opposing positions. Demonstrates a lack of understanding and inadequate analysis of the research topic and thesis. Analysis is superficial based on opinions and preferences rather than critical analysis. Structure and organization, including argumentation Paper is effectively organized. Ideas are arranged logically, flow smoothly, with a strong progression of thought from paragraph to paragraph connecting to the central position. Includes all required components (introduction, body, conclusion, Reference List, etc.). Paper is adequately organized. Ideas are arranged reasonably with a progression of thought from paragraph to paragraph connecting to the central position. Includes required components (introduction, body, conclusion, Reference List, etc.) for the most part. Paper is somewhat organized, although occasionally ideas from paragraph to paragraph may not flow well and/or connect to the central position or be clear as a whole. May be missing a required component and/or components may be less than complete. Paper lacks logical organization and impedes readers’ comprehension of ideas. Central position is rarely evident from paragraph to paragraph and/or the paper is missing multiple required components. Sources/Evidence (Literature review) Provides compelling and accurate evidence to support in-depth the central position. Research sources are highly relevant, accurate, and reliable and add to the strength of the paper; and are effectively referenced and cited throughout the paper. Provides essential, accurate evidence to support the central position with research sources that are mostly relevant, accurate, and reliable. Sources are referenced and cited appropriately throughout the paper for the most part. Provides some evidence to support the central position with only a few research sources. Some sources may not be relevant, accurate, and reliable and/or appropriately referenced and cited in the paper Lacks sufficient research sources to support the central position and/or, if included, are generally not relevant, accurate, or reliable. Contains numerous factual mistakes, omissions, or oversimplifications. Sources, if included, are not properly referenced and cited in the paper. Writing style and presentation Paper is well written and clear using the target journal guidelines and standard English characterised by elements of a strong writing style, free from grammar, punctuation, spelling, usage, or formatting errors. Paper shows above average writing style and clarity in writing using standard English and following the target journal guidelines. Minor errors in grammar, punctuation, spelling, usage, and/or formatting. Paper shows an average and/or casual writing style using standard English and following the target journal guidelines. Some errors in spelling, grammar, punctuation, usage, and/or formatting. Paper shows a below average/poor writing style lacking in elements of appropriate standard English and following proper target journal guidelines. Frequent errors in spelling, grammar, punctuation, spelling, usage, and/or formatting.
- 9. This Photo by Unknown Author is licensed under CC BY-NC Toolstohelpwhenusingrubrics -AssignmentstoolinSulis -PostEmtoolinSulis -TurnitinFeedbackStudio
- 10. Student ViewTutor View Tutor Comments Box Provide additional instructor comments on the student submissions. Sulis Assignments Tool
- 11. Student View Tutor View Feedback Attachments Attach documents providing detailed feedback on student submissions, e.g. their score in your rubric Sulis Assignments tool (manual management)
- 12. PostEm tool The PostEmTool in Sulis allows you to present individual feedback and/or grades to students in a convenient way by uploading a CSV spreadsheet. You can set up columns based on your rubric criteria, with numbered cells describing levels of achievement, and quickly select the appropriate score for each student with the ‘autocomplete’ function. Using the PostEm tool (video)
- 14. A powerful tool for grading and feedback, as well as plagiarism prevention
- 15. Assignments Integration with Assignments tool inSulis Lecturers can choose whether a student can view the report. NEEDEDTO PROVIDE FEEDBACK
- 16. Turnitin Feedback Studio Students have access to feedback provided onTurnitin Feedback Studio only after the deadline of the Assignment in Sulis has expired
- 18. Grades do not integrate back inSulis Students can see their final grade in this report if you wish, but you would need to input grades elsewhere (e.g Assignments tool in Sulis) to have a record of all grades
- 21. Turnitin Feedback Studio Webinar bit.ly/turnitinUL
- 22. Sample Turnitin submission We invite you to submit as a student would (request by email) in a sample site The assignment ‘Sample submission’ allows you to submit a sample submission intoTurnitin. It has been set up so as to allow students to see their originality report. This submission will not be stored in theTurnitin repository. Please attach and submit a document that you would like to check for originality*.You are added to this Sulis site as a student, so upon submission, you will be able to see what the report looks like. Please do not hesitate to contact me with further question
Editor's Notes
- #4: Validity - How we are measuring exactly what we are trying to measure Reliability - Getting away from subjective judgements Transparency – How well student themselves know how the assessment works Inclusivity - Extent to which we can make assessment a level playing field Authenticity – the extent to which it can be guaranteed that what is assessed is the work of the student and how closely what is assessed links to the world outside university Fairness – critically important and is woven through all the pillars
- #16: KH Demo the assignment set up briefly – particularly the option for peer and group submissions Mention that feedback will be covered later on
- #17: Drag and drop QuickMarks from the panel on the right hand side. Search for QuickMarks by typing keywords into the search bar. Add a voice comment. You can record up to 3 mins. You may need to adjust your browser permissions to allow access to your microphone. Can also add large text comment – general comment regarding whole paper. If you have a rubric created, you can upload it here and attach it to the assignment. You can also create a new rubric for the assignment within Turnitin.