Using rubric - Revision history

Vasa at 06:32, 2 March 2017

2017-03-02T06:32:44Z

← Older revision		Revision as of 13:32, 2 March 2017
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	Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>Rubrics-Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). Retrieved February 15, 2017, from [https://www.cmu.edu/teaching/designteach/teach/rubrics.html]</ref>		Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>Rubrics-Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). Retrieved February 15, 2017, from [https://www.cmu.edu/teaching/designteach/teach/rubrics.html]</ref>

	The example here is from BIS3315 Programming and Algorithms (aka Computer I in other universities). The class borrowed the notion of "design recipe" from faculty at the University of Toronto as part of the conceptualization ([https://www.coursera.org/learn/learn-to-program]). So all the assignments will follow ~~this~~ structure.		The example here is from BIS3315 Programming and Algorithms (aka Computer I in other universities). The class borrowed the notion of "design recipe" from faculty at the University of Toronto as part of the conceptualization ([https://www.coursera.org/learn/learn-to-program]). So all the assignments will follow the structure of the design recipe.

	For the beginning ~~exercise~~ that students must form their function syntax, the answer will be graded against a simple two-trait rubric: 1. format of design recipe, and 2. the correctness of the output, aka specification. This the rubric for the early stages will be Rubric 1.		For the beginning exercises that students must form their function syntax, the answer will be graded against a simple two-trait rubric: 1. format of design recipe, and 2. the correctness of the output, aka specification. This the rubric for the early stages will be Rubric 1.

	{\| class="wikitable"		{\| class="wikitable"
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	These two rubrics explicitly look for observable performances done by students, it is the scoring tools that we can use to capture ONE learning objective (LO). I use these two rubrics to capture objective 1.2 ''Students are able to exhibit thorough understanding of business knowledge in their specialized fields''.		These two rubrics explicitly look for observable performances done by students, it is the scoring tools that we can use to capture ONE learning objective (LO). I use these two rubrics to capture objective 1.2 ''Students are able to exhibit a thorough understanding of business knowledge in their specialized fields''.

	You can use ANY rubric that you think it fits your learning objectives. There is no right or wrong answer on this. The number of traits (i.e., criteria) also depend on what you want students to learn. Practically, a rubric with 3-5 traits with 3-5 levels is easy to work with.		You can use ANY rubric that you think it fits your learning objectives. There is no right or wrong answer on this. The number of traits (i.e., criteria) also depend on what you want students to learn. Practically, a rubric with 3-5 traits with 3-5 levels is easy to work with.

Vasa at 08:42, 23 February 2017

2017-02-23T08:42:09Z

← Older revision		Revision as of 15:42, 23 February 2017
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	\|}		\|}

			The two traits in this rubric share the same weight of 50% (i.e., maximum of 2 points). If the instructor thinks that we should pay more attention to the specification, then we can adjust the points to increase its percent. For example, you may change the specification maximum points to 6, the weight of this trait will then be 75%.

	A few weeks into the semester, after we introduce control structures (i.e., sequence, loop, and selection) to the students, the new rubric with one more trait will be used. The new trait is to look for appropriate structure(s) use in the solution.		A few weeks into the semester, after we introduce control structures (i.e., sequence, loop, and selection) to the students, the new rubric with one more trait will be used. The new trait is to look for appropriate structure(s) use in the solution.

Vasa at 08:14, 23 February 2017

2017-02-23T08:14:50Z

← Older revision		Revision as of 15:14, 23 February 2017
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	\|The program works and meets all of the specifications		\|The program works and meets all of the specifications
	\|-		\|-
			\|
	\|0		\|0
	\|1		\|1
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	\|The program works and meets all of the specifications		\|The program works and meets all of the specifications
	\|-		\|-
			\|
	\|0		\|0
	\|1		\|1
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	\|The code makes use of appropriate control structure(s). It is extremely efficient without sacrificing readability and understanding		\|The code makes use of appropriate control structure(s). It is extremely efficient without sacrificing readability and understanding
	\|-		\|-
			\|
	\|0		\|0
	\|1		\|1
	\|2		\|2
	\|}		\|}


	These two rubrics explicitly look for observable performances done by students, it is the scoring tools that we can use to capture ONE learning objective (LO). I use these two rubrics to capture objective 1.2 ''Students are able to exhibit thorough understanding of business knowledge in their specialized fields''.		These two rubrics explicitly look for observable performances done by students, it is the scoring tools that we can use to capture ONE learning objective (LO). I use these two rubrics to capture objective 1.2 ''Students are able to exhibit thorough understanding of business knowledge in their specialized fields''.
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	After this process, what we want is the report of our results.		After this process, what we want is the report of our results.
			[[File:Bis3315-aol-report-01.PNG]]
	I have prepared some example document from AACSB workshop (private use only) that may help you better understand the end process (called close the loop) of AoL. The document is a PDF file attached called "AoL 10.15 Notebook-~~excerpt~~.~~PDF"~~

	== References ==		== References ==
	{{reflist\|30em}}		{{reflist\|30em}}

Vasa at 08:02, 23 February 2017

2017-02-23T08:02:00Z

← Older revision		Revision as of 15:02, 23 February 2017
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	The example here is from BIS3315 Programming and Algorithms (aka Computer I in other universities). The class borrowed the notion of "design recipe" from faculty at the University of Toronto as part of the conceptualization ([https://www.coursera.org/learn/learn-to-program]). So all the assignments will follow this structure.		The example here is from BIS3315 Programming and Algorithms (aka Computer I in other universities). The class borrowed the notion of "design recipe" from faculty at the University of Toronto as part of the conceptualization ([https://www.coursera.org/learn/learn-to-program]). So all the assignments will follow this structure.

	For the beginning exercise that students must form their function syntax, the answer will be graded against a simple two-trait rubric: 1. format of design recipe, and 2. the correctness of the output, aka specification. This the rubric for the early stages will be ~~rubric1 (in Excel "bis3315-rubrics.xlsx", sheet name "rubric1")~~.		For the beginning exercise that students must form their function syntax, the answer will be graded against a simple two-trait rubric: 1. format of design recipe, and 2. the correctness of the output, aka specification. This the rubric for the early stages will be Rubric 1.

	{\| class="wikitable"		{\| class="wikitable"
	\|+~~Food complements~~		\|+Rubric 1 - Design recipe with program specifications
	\|-		\|-
	\|		\|
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	\|The program works and produces the correct results and displays them correctly. It also meets most of the other specifications.		\|The program works and produces the correct results and displays them correctly. It also meets most of the other specifications.
	\|The program works and meets all of the specifications		\|The program works and meets all of the specifications
			\|-
			\|0
			\|1
			\|2
			\|}

			A few weeks into the semester, after we introduce control structures (i.e., sequence, loop, and selection) to the students, the new rubric with one more trait will be used. The new trait is to look for appropriate structure(s) use in the solution.

			{\| class="wikitable"
			\|+Rubric 2 - Design recipe with control structure
			\|-
	\|		\|
			\|Poor
			\|Fair
			\|Good
			\|-
			\|Design recipe
			\|The design recipe is mostly missing or is written poorly
			\|All components of the design recipe are available (i.e., type contract, description, and examples) with some errors in writing
			\|All components of the design recipe are available (i.e., type contract, description, and examples) and is well written
			\|-
			\|
			\|0
			\|1
			\|2
			\|-
			\|Specification
			\|The program is producing incorrect results or produces correct results but does not display them correctly
			\|The program works and produces the correct results and displays them correctly. It also meets most of the other specifications.
			\|The program works and meets all of the specifications
			\|-
			\|0
			\|1
			\|2
			\|-
			\|Structure
			\|The code ignores control structure(s) altogether. It is brute force and unnecessarily long.
			\|The code makes use of some control structure(s). It is fairly efficient.
			\|The code makes use of appropriate control structure(s). It is extremely efficient without sacrificing readability and understanding
			\|-
	\|0		\|0
	\|1		\|1
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	~~Later I will add one more trait (i.e.~~, ~~criteria) to~~ the ~~rubric~~ to ~~look for appropriate structure~~ use ~~in the solution (in Excel "bis3315-~~rubrics.~~xlsx", sheet name "rubric2")~~.		These two rubrics explicitly look for observable performances done by students, it is the scoring tools that we can use to capture ONE learning objective (LO). I use these two rubrics to capture objective 1.2 ''Students are able to exhibit thorough understanding of business knowledge in their specialized fields''.

	~~These two rubrics explicitly look for observable performances done by students, it's the scoring tools that we~~ can use ~~to capture ONE~~ learning ~~objective~~ (LO). ~~I use these two rubrics~~ to ~~capture objective 1.2~~.		You can use ANY rubric that you think it fits your learning objectives. There is no right or wrong answer on this. The number of traits (i.e., criteria) also depend on what you want students to learn. Practically, a rubric with 3-5 traits with 3-5 levels is easy to work with.

	~~You can use ANY rubric that you think it fits your learning objectives. There is no right or wrong answer on~~ this~~. The number of traits also depend on~~ what ~~you~~ want ~~students to learn. Personally, I would say a rubric with 3-5 traits with 3-5 levels~~ is ~~easy to work with~~.		After this process, what we want is the report of our results.

	~~Eventually, what we want is the report of our results (in Excel "bis3315-rubrics.xlsx", sheet name "result").~~ I have prepared some example document from AACSB workshop (private use only) that may help you better understand the end process (called close the loop) of AoL. The document is a PDF file attached called "AoL 10.15 Notebook-excerpt.PDF"		I have prepared some example document from AACSB workshop (private use only) that may help you better understand the end process (called close the loop) of AoL. The document is a PDF file attached called "AoL 10.15 Notebook-excerpt.PDF"

	== References ==		== References ==
	{{reflist\|30em}}		{{reflist\|30em}}

Vasa at 07:47, 23 February 2017

2017-02-23T07:47:41Z

@@ Line 1: / Line 1: @@
 Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>Rubrics-Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). Retrieved February 15, 2017, from [https://www.cmu.edu/teaching/designteach/teach/rubrics.html]</ref>
 == References ==
 {{reflist|30em}}

Vasa at 14:39, 15 February 2017

2017-02-15T14:39:00Z

← Older revision		Revision as of 21:39, 15 February 2017
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	Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).~~{{cite web\|title=~~Rubrics~~\|url=~~https://www.cmu.edu/teaching/designteach/teach/rubrics.html~~\|work=[[rubric]]\|accessdate=February 15, 2017}}~~		Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>Rubrics-Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). Retrieved February 15, 2017, from [https://www.cmu.edu/teaching/designteach/teach/rubrics.html]</ref>

	<ref>cite web\|last=Lang\|first=Brent\|title=Ryan Gosling, Emma Stone Musical 'La La Land' Grabs Oscar Season Debut\|url=http://variety.com/2016/film/awards/la-la-land-release-date-ryan-gosling-emma-stone-1201724395/\|work=[[Variety (magazine)\|Variety]]~~\|date=March 7, 2016\|accessdate=March 13, 2016~~</ref>

	== References ==		== References ==
	{{reflist\|30em}}		{{reflist\|30em}}

Vasa at 14:35, 15 February 2017

2017-02-15T14:35:03Z

← Older revision		Revision as of 21:35, 15 February 2017
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	Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).{{cite web\|title=Rubrics\|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html\|work=[[rubric]]\|accessdate=February 15, 2017}}		Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).{{cite web\|title=Rubrics\|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html\|work=[[rubric]]\|accessdate=February 15, 2017}}

	<ref>{{cite web\|last=Lang\|first=Brent\|title=Ryan Gosling, Emma Stone Musical 'La La Land' Grabs Oscar Season Debut\|url=http://variety.com/2016/film/awards/la-la-land-release-date-ryan-gosling-emma-stone-1201724395/\|work=[[Variety (magazine)\|Variety]]\|date=March 7, 2016\|accessdate=March 13, 2016}}</ref>		<ref>cite web\|last=Lang\|first=Brent\|title=Ryan Gosling, Emma Stone Musical 'La La Land' Grabs Oscar Season Debut\|url=http://variety.com/2016/film/awards/la-la-land-release-date-ryan-gosling-emma-stone-1201724395/\|work=[[Variety (magazine)\|Variety]]\|date=March 7, 2016\|accessdate=March 13, 2016</ref>

	== References ==		== References ==
	{{reflist\|30em}}		{{reflist\|30em}}

Vasa at 14:34, 15 February 2017

2017-02-15T14:34:16Z

← Older revision		Revision as of 21:34, 15 February 2017
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	Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).~~<ref>~~{{cite web\|title=Rubrics\|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html\|work=[[rubric]]\|accessdate=February 15, 2017}}~~</ref>~~		Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).{{cite web\|title=Rubrics\|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html\|work=[[rubric]]\|accessdate=February 15, 2017}}

	<ref>{{cite web\|last=Lang\|first=Brent\|title=Ryan Gosling, Emma Stone Musical 'La La Land' Grabs Oscar Season Debut\|url=http://variety.com/2016/film/awards/la-la-land-release-date-ryan-gosling-emma-stone-1201724395/\|work=[[Variety (magazine)\|Variety]]\|date=March 7, 2016\|accessdate=March 13, 2016}}</ref>		<ref>{{cite web\|last=Lang\|first=Brent\|title=Ryan Gosling, Emma Stone Musical 'La La Land' Grabs Oscar Season Debut\|url=http://variety.com/2016/film/awards/la-la-land-release-date-ryan-gosling-emma-stone-1201724395/\|work=[[Variety (magazine)\|Variety]]\|date=March 7, 2016\|accessdate=March 13, 2016}}</ref>
	== References ==		== References ==
	{{reflist\|30em}}		{{reflist\|30em}}

Vasa at 14:25, 15 February 2017

2017-02-15T14:25:37Z

← Older revision		Revision as of 21:25, 15 February 2017
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	Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>{{cite web\|title=Rubrics\|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html\|work=[[rubric]]\|accessdate=February 15, 2017}}</ref>		Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>{{cite web\|title=Rubrics\|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html\|work=[[rubric]]\|accessdate=February 15, 2017}}</ref>

			<ref>{{cite web\|last=Lang\|first=Brent\|title=Ryan Gosling, Emma Stone Musical 'La La Land' Grabs Oscar Season Debut\|url=http://variety.com/2016/film/awards/la-la-land-release-date-ryan-gosling-emma-stone-1201724395/\|work=[[Variety (magazine)\|Variety]]\|date=March 7, 2016\|accessdate=March 13, 2016}}</ref>
	== References ==		== References ==
	{{reflist\|30em}}		{{reflist\|30em}}

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2017-02-15T14:22:19Z

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Rubric* is a scoring tool that explicitly represents expected (observable) learning outcomes for a learning activity (e.g., assignment or presentation).<ref>{{cite web|title=Rubrics|url=https://www.cmu.edu/teaching/designteach/teach/rubrics.html|work=[[rubric]]|accessdate=February 15, 2017}}</ref>

== References ==
{{reflist|30em}}