Introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Sterling, Va.
Stylus Pub.
2005
|
| Ausgabe: | 1st ed |
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references (p. 111-112) and index Preface -- - pt. 1 - An introduction to rubrics -- - 1 - What is a rubric? -- - Do you need a rubric? -- - What are the parts of a rubric? -- - Part-by-part development of a rubric -- - Part 1 : Task description -- - part 2 : Scale -- - Part 3 : Dimensions -- - Part 4 : Descriptions of the dimensions -- - Creating your first rubrics : is it worth the time and effort? -- - 2 - Why use rubrics? -- - Rubrics provide timely feedback -- - Rubrics prepare students to use detailed feedback -- - Rubrics encourage critical thinking -- - Rubrics facilitate communication with others -- - Rubrics help us to refine our teaching skills -- - Rubrics level the playing field -- - Conclusion -- - 3 - How to construct a rubric -- - Four key stages in constructing a rubric -- - Stage 1 : Reflecting -- - Stage 2 : Listing -- - Stage 3 : Grouping and labeling -- - Stage 4 : Application -- - Construction of a scoring guide rubric -- - Construction of a three-to-five level rubric -- - Conclusion pt. 4 - Rubric construction and use in different contexts -- - 4 - Rubrics construction and the classroom -- - Involving students in rubric construction -- - Five models of collaborative rubric construction -- - 1 - The presentation model -- - 2 - The feedback model -- - 3 - The pass-the-hat model -- - 4 - The post-it model -- - 5 - The 4X4 model -- - Conclusion -- - 5 - Rubric construction with others : teaching assistants, tutors, or colleagues -- - Involving teaching assistants in rubric construction -- - Involving tutorial staff in rubric construction -- - Involving colleagues in rubric construction -- - Conclusion -- - 6 - Grading with rubrics -- - Performance anchors : being consistent and focused -- - Detailed, formative feedback : gaining speed -- - Individualized, flexible feedback : a trade-off -- - Summative feedback : assigning grades -- - Grading our own teaching methods-- - Evaluating our own rubrics : metarubrics -- - Conclusion -- - 7 - Variations on the theme -- - Discipline-specific rubrics -- - Science : laboratory work -- - Business management : classroom participation -- - Graphics design : portfolio review -- - Rubrics for assignments done in stages : "staged" rubrics -- - Research paper rubric -- - Book review rubric -- - Several rubrics for one assignment : "multiple" rubrics -- - Conclusion References -- - Appendices -- - A : Blank rubric format for a three-level rubric -- - B : Blank rubric format for a four-level rubric -- - C : Blank rubric format for a four-level rubric, landscape format -- - D : Blank rubric format for a scoring guide rubric -- - E : Interview analysis paper scoring guide rubric -- - F : Leading a class discussion scoring guide rubric -- - G : Portland State University Studies Program rubric : ethical issues -- - H : Portland State University Studies Program rubric : holistic critical thinking -- - I : Portland State University Studies Program rubric : quantitative literacy -- - J : Portland State University Studies Program rubric : writing -- - K : Portland State University Studies program rubric : diversity -- - L : Web site information for Introduction to Rubrics -- - Index |
| Beschreibung: | 1 Online-Ressource (ix, 131 p.) |
| ISBN: | 1435617266 9781435617261 |
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| 245 | 1 | 0 | |a Introduction to rubrics |b an assessment tool to save grading time, convey effective feedback, and promote student learning |c Dannelle D. Stevens, Antonia Levi |
| 250 | |a 1st ed | ||
| 264 | 1 | |a Sterling, Va. |b Stylus Pub. |c 2005 | |
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| 500 | |a Includes bibliographical references (p. 111-112) and index | ||
| 500 | |a Preface -- - pt. 1 - An introduction to rubrics -- - 1 - What is a rubric? -- - Do you need a rubric? -- - What are the parts of a rubric? -- - Part-by-part development of a rubric -- - Part 1 : Task description -- - part 2 : Scale -- - Part 3 : Dimensions -- - Part 4 : Descriptions of the dimensions -- - Creating your first rubrics : is it worth the time and effort? -- - 2 - Why use rubrics? -- - Rubrics provide timely feedback -- - Rubrics prepare students to use detailed feedback -- - Rubrics encourage critical thinking -- - Rubrics facilitate communication with others -- - Rubrics help us to refine our teaching skills -- - Rubrics level the playing field -- - Conclusion -- - 3 - How to construct a rubric -- - Four key stages in constructing a rubric -- - Stage 1 : Reflecting -- - Stage 2 : Listing -- - Stage 3 : Grouping and labeling -- - Stage 4 : Application -- - Construction of a scoring guide rubric -- - Construction of a three-to-five level rubric -- - Conclusion | ||
| 500 | |a pt. 4 - Rubric construction and use in different contexts -- - 4 - Rubrics construction and the classroom -- - Involving students in rubric construction -- - Five models of collaborative rubric construction -- - 1 - The presentation model -- - 2 - The feedback model -- - 3 - The pass-the-hat model -- - 4 - The post-it model -- - 5 - The 4X4 model -- - Conclusion -- - 5 - Rubric construction with others : teaching assistants, tutors, or colleagues -- - Involving teaching assistants in rubric construction -- - Involving tutorial staff in rubric construction -- - Involving colleagues in rubric construction -- - Conclusion -- - 6 - Grading with rubrics -- - Performance anchors : being consistent and focused -- - Detailed, formative feedback : gaining speed -- - Individualized, flexible feedback : a trade-off -- - Summative feedback : assigning grades -- - Grading our own teaching methods-- - Evaluating our own rubrics : metarubrics -- - Conclusion -- - 7 - Variations on the theme -- - Discipline-specific rubrics -- - Science : laboratory work -- - Business management : classroom participation -- - Graphics design : portfolio review -- - Rubrics for assignments done in stages : "staged" rubrics -- - Research paper rubric -- - Book review rubric -- - Several rubrics for one assignment : "multiple" rubrics -- - Conclusion | ||
| 500 | |a References -- - Appendices -- - A : Blank rubric format for a three-level rubric -- - B : Blank rubric format for a four-level rubric -- - C : Blank rubric format for a four-level rubric, landscape format -- - D : Blank rubric format for a scoring guide rubric -- - E : Interview analysis paper scoring guide rubric -- - F : Leading a class discussion scoring guide rubric -- - G : Portland State University Studies Program rubric : ethical issues -- - H : Portland State University Studies Program rubric : holistic critical thinking -- - I : Portland State University Studies Program rubric : quantitative literacy -- - J : Portland State University Studies Program rubric : writing -- - K : Portland State University Studies program rubric : diversity -- - L : Web site information for Introduction to Rubrics -- - Index | ||
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Datensatz im Suchindex
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| author | Stevens, Dannelle D. |
| author_facet | Stevens, Dannelle D. |
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| dewey-ones | 371 - Schools and their activities; special education |
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| dewey-sort | 3371.27 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1st ed |
| format | Electronic eBook |
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| id | DE-604.BV043096147 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:17:18Z |
| institution | BVB |
| isbn | 1435617266 9781435617261 |
| language | English |
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| publishDate | 2005 |
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| spelling | Stevens, Dannelle D. Verfasser aut Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi 1st ed Sterling, Va. Stylus Pub. 2005 1 Online-Ressource (ix, 131 p.) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references (p. 111-112) and index Preface -- - pt. 1 - An introduction to rubrics -- - 1 - What is a rubric? -- - Do you need a rubric? -- - What are the parts of a rubric? -- - Part-by-part development of a rubric -- - Part 1 : Task description -- - part 2 : Scale -- - Part 3 : Dimensions -- - Part 4 : Descriptions of the dimensions -- - Creating your first rubrics : is it worth the time and effort? -- - 2 - Why use rubrics? -- - Rubrics provide timely feedback -- - Rubrics prepare students to use detailed feedback -- - Rubrics encourage critical thinking -- - Rubrics facilitate communication with others -- - Rubrics help us to refine our teaching skills -- - Rubrics level the playing field -- - Conclusion -- - 3 - How to construct a rubric -- - Four key stages in constructing a rubric -- - Stage 1 : Reflecting -- - Stage 2 : Listing -- - Stage 3 : Grouping and labeling -- - Stage 4 : Application -- - Construction of a scoring guide rubric -- - Construction of a three-to-five level rubric -- - Conclusion pt. 4 - Rubric construction and use in different contexts -- - 4 - Rubrics construction and the classroom -- - Involving students in rubric construction -- - Five models of collaborative rubric construction -- - 1 - The presentation model -- - 2 - The feedback model -- - 3 - The pass-the-hat model -- - 4 - The post-it model -- - 5 - The 4X4 model -- - Conclusion -- - 5 - Rubric construction with others : teaching assistants, tutors, or colleagues -- - Involving teaching assistants in rubric construction -- - Involving tutorial staff in rubric construction -- - Involving colleagues in rubric construction -- - Conclusion -- - 6 - Grading with rubrics -- - Performance anchors : being consistent and focused -- - Detailed, formative feedback : gaining speed -- - Individualized, flexible feedback : a trade-off -- - Summative feedback : assigning grades -- - Grading our own teaching methods-- - Evaluating our own rubrics : metarubrics -- - Conclusion -- - 7 - Variations on the theme -- - Discipline-specific rubrics -- - Science : laboratory work -- - Business management : classroom participation -- - Graphics design : portfolio review -- - Rubrics for assignments done in stages : "staged" rubrics -- - Research paper rubric -- - Book review rubric -- - Several rubrics for one assignment : "multiple" rubrics -- - Conclusion References -- - Appendices -- - A : Blank rubric format for a three-level rubric -- - B : Blank rubric format for a four-level rubric -- - C : Blank rubric format for a four-level rubric, landscape format -- - D : Blank rubric format for a scoring guide rubric -- - E : Interview analysis paper scoring guide rubric -- - F : Leading a class discussion scoring guide rubric -- - G : Portland State University Studies Program rubric : ethical issues -- - H : Portland State University Studies Program rubric : holistic critical thinking -- - I : Portland State University Studies Program rubric : quantitative literacy -- - J : Portland State University Studies Program rubric : writing -- - K : Portland State University Studies program rubric : diversity -- - L : Web site information for Introduction to Rubrics -- - Index Classement et notation (Élèves et étudiants) Étudiants / Évaluation EDUCATION / Administration / General bisacsh Grading and marking (Students) fast Students / Rating of fast Grading and marking (Students) Students Rating of Levi, Antonia Sonstige oth Erscheint auch als Druck-Ausgabe, Hardcover 1-57922-114-9 Erscheint auch als Druck-Ausgabe, Paperback 1-57922-115-7 Erscheint auch als Druck-Ausgabe, Hardcover 978-1-57922-114-0 Erscheint auch als Druck-Ausgabe, Paperback 978-1-57922-115-7 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=210990 Aggregator Volltext |
| spellingShingle | Stevens, Dannelle D. Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Classement et notation (Élèves et étudiants) Étudiants / Évaluation EDUCATION / Administration / General bisacsh Grading and marking (Students) fast Students / Rating of fast Grading and marking (Students) Students Rating of |
| title | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_auth | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_exact_search | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_full | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi |
| title_fullStr | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi |
| title_full_unstemmed | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi |
| title_short | Introduction to rubrics |
| title_sort | introduction to rubrics an assessment tool to save grading time convey effective feedback and promote student learning |
| title_sub | an assessment tool to save grading time, convey effective feedback, and promote student learning |
| topic | Classement et notation (Élèves et étudiants) Étudiants / Évaluation EDUCATION / Administration / General bisacsh Grading and marking (Students) fast Students / Rating of fast Grading and marking (Students) Students Rating of |
| topic_facet | Classement et notation (Élèves et étudiants) Étudiants / Évaluation EDUCATION / Administration / General Grading and marking (Students) Students / Rating of Students Rating of |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=210990 |
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