R&L Education
Pages: 184
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Trim: 6¼ x 9⅜
978-1-4758-0323-5 • Hardback • January 2013 • $99.00 • (£76.00)
978-1-4758-0324-2 • Paperback • January 2013 • $53.00 • (£41.00)
978-1-4758-0325-9 • eBook • January 2013 • $50.00 • (£38.00)
Dr. Mary Goggins Selke is dedicated to the preparation of educational leaders for 21st century schools. She has taught at every level from kindergarten to graduate school and has presented workshops, seminars, and national conference sessions on rubric assessment for teachers and teacher educators.
Section One: The ABCs of Rubric Assessment
- Chapter One - Advantages of Rubrics: What They Can Do for You
Key Considerations – Advantages of Rubrics
- Chapter Two - Basis for Assessment: Performance or Product
Key Considerations – Performance Task and Artifact/Product Rubrics
- Chapter Three - Categories of Rubrics: Analytic and Holistic
Key Considerations – When Analytic and Holistic Rubrics Best Fit the Assessment Task
Section Two: Designing Rubric Assessments
- Chapter Four - Matching Tool to Task Or When a Rubric Is Not the Best Option
Key Considerations – Questions to Determine if a Rubric Is a Viable Assessment Option
- Chapter Five - Rubric Design: Analytic Rubrics
Key Considerations – The 10 Steps in Analytic Rubric Development
- Chapter Six - Rubric Design: Holistic Rubrics
Key Considerations – The 10 Steps in Holistic Rubric Development
- Chapter Seven - A Closer Look at Rubric Strand Design
Key Considerations – Questions Answered By the Seven Types of Rubric Strands
- Chapter Eight - Common Errors in Rubric Design
Key Considerations – Ways to Avoid Common Errors in Rubric Design
Section Three: Implementing Rubric Assessments
- Chapter Nine - Converting Rubric Scores to Grades
Key Considerations - Converting Rubric Scores to Letter or Percentage Grades
- Chapter Ten - Designing a Standards-Aligned Rubric
Key Considerations - Developing Standards-Aligned Rubrics and Rubric Strands
- Chapter Eleven - Additional Rubric Uses
Annotated Bibliography
About the Author
Dr. Mary J. Selke provides a much needed contribution to the educational reform movement. This excellent guide for the design and use of rubrics will improve instruction and the evaluation of student performance. Her clearly written, step-by-step approach will be accessible to both college faculty and many secondary teachers in directing student learning toward substantive and measurable outcomes. Professor Selke describes common errors in the use of rubrics, as well as instructional situations where rubrics may not be optimal in addressing learning goals. The work will also be a valuable resource for college and university professional development programs to improve teaching effectiveness.
— Jerry Berberet, Founder, Associated New American Colleges, editor, online Journal for Success in High-Need Schools
Dr. Mary Selke’s book Rubric Assessment Goes to College is a rich must read! Her book joins a growing body of research that addresses the critical topic of assessment in a unique and practical way. Readers will appreciate the honest approach Selke takes in this text including a section on when a rubric is not the best option! Using her years of experience in P-20 education, Selke has crafted a tool that provides both a comprehensive resource for rubric construction and a unique focus on post-secondary rubrics that includes step-by-step instructions and examples, as well as common errors in rubric design and how to avoid them.
— Jan Fitzsimmons, Director, Center for Success in High-Need Schools, Associated Colleges of Illinois
This is a good resource for all of our desks! Dr. Selke’s deft combination of research, theory, and good practice makes the book appealing to those of us in higher education. The concept of a well-grounded practical guide is a sound one. The anecdotal format is user-friendly. The assistance with construction of good rubrics is particularly valuable as is the process focus. The book fills a gap in the rubrics domain and will be appreciated for that.
— Ann Converse Shelly, executive secretary of the World Federation of Associations for Teacher Education; professor emerita, Ashland University