Designing Rubrics for Improved Grading and Powerful Outcomes Assessment
Wednesday, February 11, 11:45-1:15 in Buntrock 142
John C. Bean, Professor of English and Consulting Professor of Writing and Assessment, Seattle University
(co-sponsor: Office of Institutional Research and Evaluation)
John describes what promises to be a particularly engaging and useful CILA Conversation in the following way:
"The goal of this workshop is to demystify the use of rubrics for grading or assessment. The workshop will offer nuts-and-bolts, time-saving strategies for designing rubrics that can speed up your grading process, increase the consistency of your grading (and your confidence in your grades), and give students meaningful feedback on their work. We'll also discuss ways that a rubric, when applied to an embedded assignment in a course, can create an effective strategy for departmental or college outcomes assessment."
Suggested References:
1. Bean, John C., David Carrithers, and Theresa Earenfight. "How University Outcomes Assessment Has Revitalized Writing-Across-the-Curriculum at Seattle University." WAC Journal, 16 (2005): 5-21
2. Walvoord, B. E., and Anderson, V. J. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998
3. Stevens, Danelle D. and Antonia J. Levi, Introduction to Rubrics An Assessment Tool to Save Time, Convey Effective Feedback, and Promote Student Learning, Sterling: Stylus, 2005.
John C. Bean has an undergraduate degree from Stanford (1965) and a Ph.D. from the University of Washington (1972). His book Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (Jossey-Bass, 1996) has been translated into both Dutch and Chinese. The co-author of several widely-used composition textbooks, he has also published numerous articles on writing, argumentation, and writing-across-the-curriculum as well as on literary subjects including Shakespeare and Spenser. He has recently returned from BRAC University in Dhaka, Bangladesh, where he and his wife conducted a series of critical thinking workshops for Bangladeshi educators. He is particularly interested in strategies for accelerating students' growth in critical inquiry and argument, for teaching undergraduate research, for promoting quantitative literacy through writing assignments that ask students to think critically about numbers, and for developing institutional learning outcomes assessments that promote productive faculty conversations about teaching and learning.
