Go to Collaborative Learning Go to FLAG Home Go to Search
Go to Learning Through Technology Go to Site Map
Go to Who We Are
Go to College Level One Home
Go to Introduction Go to Assessment Primer Go to Matching CATs to Goals Go to Classroom Assessment Techniques Go To Tools Go to Resources

Go to CATs overview
Go to Attitude survey
Go to ConcepTests
Go to Concept mapping
Go to Conceptual diagnostic tests
Go to Interviews
Go to Mathematical thinking
Go to Performance assessment
Go to Portfolios
Go to Scoring rubrics
Go to Student assessment of learning gains (SALG)
Go to Weekly reports

Go to previous page

Classroom Assessment Techniques
Scoring Rubrics

(Screen 6 of 6)
Go to next page

Diane Ebert-May
Lyman Briggs School
Department of Botany and Plant Pathology
Michigan State University

Diane Ebert-May
Diane Ebert-May Freshman in college - my favorites. Why? Freshman are excited, energetic, and a bit wary about the challenge before them. Perhaps the subliminal reason is that every year my freshmen are 18 years old, so that must mean I am staying the same age too, right??

Anyhow, when I began teaching a large introductory biology course (600 students) I knew that my multiple choice tests were not providing me the kinds of data I wanted about my students' thinking, because I also knew that freshman can/do think!! Second, I believed that my students needed to learn how to write and speak to explain themselves in the sciences as well as every other facet of their education, and it was my responsibility to assist all of them in this process. On the other hand, I needed a reality check. How would I find time to evaluate 600 writing samples, especially if I asked students to practice writing/speaking more than once throughout the semester?

So I stumbled upon the term "rubric," I learned what it meant, and I learned how to design rubrics from various sources in the literature - a special acknowledgement to BSCS (Biological Sciences Curriculum Studies) whose rubrics influenced my original thinking. As I developed rubrics for each of my assessments, I forced myself to think more explicitly about the goals I wanted my students to achieve and the criteria I would use to monitor their progress. Then I worked with my students to understand and practice achieving the goals and criteria with rubrics as a guide for communication. I now can manage reading and evaluating large numbers of well-written and reasoned responses. We all won. On another note, because my students understand and use rubrics, I seldom, if ever, have individuals who "argue for points" on any given assignment.

Last year, I was recruited by Michigan State University to become the director of a residential science school within the College of Natural Science, the Lyman Briggs School. Our faculty includes scientists, mathematicians and humanists who value their teaching as much as their research. So I left the sunshine of northern Arizona to engage in this great opportunity to continue my research in undergraduate science education, this time with science majors in a small college within a large university -- stay tuned.

Go to previous page Go to next page

Tell me more about this technique:

Got to the top of the page.

Introduction || Assessment Primer || Matching Goals to CATs || CATs || Tools || Resources

Search || Who We Are || Site Map || Meet the CL-1 Team || WebMaster || Copyright || Download
College Level One (CL-1) Home || Collaborative Learning || FLAG || Learning Through Technology || NISE