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|a 1579221149 (hard : alk. paper)
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|a 1579221157 (pbk. : alk. paper)
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|a 9781579221157 (pbk. : alk. paper)
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|a (OCoLC)000049992
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|a (udesa)000049992USA01
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|a (OCoLC)57137995
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|z (OCoLC)58928735
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|a (OCoLC)990000499920204151
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|a DLC
|c DLC
|d OCLCQ
|d BAKER
|d BTCTA
|d LVB
|d YDXCP
|d NOR
|d U@S
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|a pcc
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|a U@SA
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|a LB3063
|b .S74 2005
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|a 371.27/2
|2 22
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| 100 |
1 |
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|a Stevens, Dannelle D.
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| 245 |
1 |
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|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.
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| 250 |
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|a 1st ed.
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| 260 |
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|a Sterling, Va. :
|b Stylus,
|c 2005.
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| 300 |
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|a ix, 131 p. :
|b ill. ;
|c 26 cm.
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| 504 |
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|a Includes bibliographical references (p. 111-112) and index.
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|a 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 --
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|a 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 -- Rubric construction and use in different contexts: 4. Rubric 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 --
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|a 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 --
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|a 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 -- Appendices: Blank rubric format for a three-level rubric ; Blank rubric format for a four-level rubric ; Blank rubric format for a four-level rubric, landscape format ; Blank rubric format for a scoring guide rubric --
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|a Interview analysis paper scoring guide rubric ; Leading a class discussion scoring guide rubric ; Portland State University Studies Program rubric : ethical issues ; Portland State University Studies Program rubric : holistic critical thinking ; Portland State University Studies Program rubric : quantitative literacy ; Portland State University Studies Program rubric : writing ; Portland State University Studies program rubric : diversity ; Web site information for Introduction to Rubrics.
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| 650 |
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|a Grading and marking (Students)
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| 650 |
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|a Students
|x Rating of.
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| 700 |
1 |
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|a Levi, Antonia,
|d 1947-
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