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But anyway, so you've got to do this.
So do this, do this for your key writing assignment
or essay question.
Just sort of like make the decision.
Maybe some of you are just saying well, yes,
I already did that ten years ago.
Okay, alright, so that's the next step, and remember,
you do have your options.
Now, we're not going to do this for a little while,
but this is the next step.
This is the crucial part, perhaps, or crucial as far as
getting a rubric together, the last step.
On each criteria describe the performance for each level.
And so if you're using A, B, C, or a point range, or points,
you describe the performance for each level.
And then you've got to make decisions on how you're going
to compose it.
You'll see examples.
Some people love sentences.
People in the Humanities love sentences, they love paragraphs,
okay, oftentimes.
Phrases, lists, oh, people in the Sciences love lists.
And then there are charts.
You're going to see a lot of different examples.
Certainly something will be for you.
So in your handout packet, I want you to go just past
the slides to page eight.
Now, the great benefit of all the ones you're going to see
is that they're real.
So because they're real, you're going to see some of them
that have, lets put it this way, aren't so good in certain ways.
And that's good for you to see those that aren't so good
so you can see how you can make mistakes and create problems.
Okay, so on page eight.
Now here is a paper with just a grading scale from one to six.
It has the student's instructions here,
and the description is in paragaph form, full sentences.
If you read one or two of the paragraphs, you can figure out
right away what the rubric is, what the list of criteria is.
And the nice thing about it is it incorporates,
the rubric addresses the question or the task students
are supposed to do, the students are supposed to perform,
it's not generic.
There are generic rubrics out there that do not address
the assignment.
They can be helpful, but this is in this particular example,
I think it's very good.
And of course the use of, you know, bolding or italics,
that can also help.
Zero to six, so that's the way, it's a numerical one.
The next one on page nine was written by a colleague of mine
not very long ago.
This is something she puts in her syllabus.
And what it is, it's a general grading rubric for the course
work which puts students on notice as to the expectations,
the general expectations for performance in the course.
And so for an A the work is complete, original, insightful,
level of quality, and this and that.
And then you see it works its way down.
The work is complete, they have a level that meets expectation,
acceptable quality but not nearly, so it works
its way down.
So this is another way that you can use a rubric,
and it's a different sort of way.
I haven't found, come across another example.
Page 10, page 10 is a relatively old rubric, but it illustrates
a couple of points.
First of all, you don't have to use sentences.
Here you can use semi- sentences, you can use phrases,
you can use lists.
A lot of people find this clearer.
And what this allows you to do, in a much more, in an easier way
than the paragraph format is you can just check salient points.
you know, when you're grading.
And following the rubric, grading on the rubric,
this will go, you know, you're going to make, you might make
a mark, you might not, but you're going to give this sheet
back to your students.
But this allows you to painlessly put checks
or little marks by what was particularly salient,
or what the student was particularly weak at,
what was very determining for that.
In fact, if you want, you can put little marks at different
grade levels that describe your paper, but it might be that it's
distributed between A and C, but in the final analysis,
it sort of settles on a B, okay, but at least you've gone through
the criteria and you've checked little things.
Now, here's where this particular one on the left hand
column really screws up.
The B, B level papers.
Thinner version of an A paper, lazy, asking for trouble.
Now, first of all, thinner version of an A, we know what
that means, they don't know what that means.
Believe me, they don't know what that means.
On the one to the right, you will notice that the B level,
the A level's fine okay, the B level says thinner version
of the A paper but explains what that means, and that's fine,
gives the detail, okay.
So on page 11, here you can use bullets.
See, if you're a bullet person, you can use bullets, what fun.
Now I think this uses, it uses quite a few bullets here, okay,
quite a few bullets.
It's sort of pushing the envelope as to what you can
really talk about.
But it's the specifics really, a lot of these are
the specifics of writing.
So it's really, writing seems to be the clear winner here
in this rubric, but look what happens.
Seven, thinner version of the nine-eight paper, and it's not,
it's explained but not a lot, not a lot, so it might not
be too helpful.
Twelve, page 12.
Here you see in the first one on the left, this is a real rubric
for an oral presentation in a language class.
So here we're able to use rubrics to grade
oral presentations.
The beauty of using rubrics to grade oral presentations is that
you are grading listening to the oral presentation,
or in a minute afterwards okay.
So you're really, and you can give immediate feedback.
But anyway, you can see the standards there
for A, B, C, D, F.
The next one is a generic rubric for a journal, for most types
of journal anyway.
And you'll notice that this is one of the exceptions
to the rule.
I'm not real excited about it, but the real detail is in
the A paper.
And then when it gets to the B paper, or three points,
you meet all the requirements as listed in A,
except you write less than five complete sentences in Spanish
in one or more of the compositions.
Or in other words, cuts on the length, cuts on length.
Well anyway, you can see this is somewhat different.
Page 13 and 14.
Portland State University has a University Studies Program,
and so this is, the students put together a portfolio to get,
it's like a Gen Ed requirement, okay, so this is the holistic
grading criteria for grading critical thinking.
This is a little different, look at this.
A six, the highest, consistently does all or almost all
of the following, and it uses bullets.
Oh, you can just check through which ones it does.
The five does most of the following, six does most
of the following.
See, now these are changing from, you know,
the six to the five to the four.
So there are some, but, you know, that sort of gives you
a little wiggle room.
The most, or almost all, that kind of thing in doing
the grading, so that gives you a little flexibility.
Pages 15 to 16.
This particular text uses the term Primary Trait Analysis, and
this of an advanced composition paper, this is also generic.
Note that there are four major criteria--quality of ideas,
rhetorical situation and arrangement, development,
and style.
And there is a description for each level in the criteria,
so instead of grouping the descriptions across
the criteria, here we break them out.
You can almost see this like a chart, this could be laid out
in a chart, right?
Small enough print, students can read it, even if we can't.