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How can you make sure the feedback you’re providing is effective? How can you be sure that students will use your feedback?  \nIn this first of a two-part series, we will discuss how to assess and articulate what we value, and how rubrics can help. We will discuss how you can effectively apply rubrics and what value they bring to the educational process for both faculty and students. Participants will be encouraged to share their assessment challenges and participate in a rubric-design activity.  \nPart Two of this workshop happens in late November, when we come back together (and welcome additional participants) to discuss rubrics that we have customized or created and how we might best use these rubrics with students.  \nNotes from September 26th session  \nHosted by Fram Faculty Fellow, Adrienne Decker ([adrienne.decker@rit.edu](adrienne.decker@rit.edu)) and Rebecca Johnson, Teaching & Learning Services, [rljtls@rit.edu](rljtls@rit.edu)  \nSpeakers:  \nPaul Tymann, Professor, Computer Science ([pttics@rit.edu](pttics@rit.edu))  \nPaulette Swartzfager, Lecturer, University Writing Program ([pmsgsla@rit.edu](pmsgsla@rit.edu))  \nI -Rubrics as summative assessment  \na. Discussion of how we typically use rubrics to provide summative assessment, provide for consistency in grading, and to give clear and specific grading criterion.  \nb. Introduction to the institute-wide rubrics for gen ed courses  \n[http://www.rit.edu/academicaffairs/outcomes/general-education-assessment/rubrics](http://www.rit.edu/academicaffairs/outcomes/general-education-assessment/rubrics)  \n[c. Rubrics in AP Exam grading-Computer Science Principles](c. Rubrics in AP Exam grading-Computer Science Principles) (Paul is Chief Reader)  \ni. Goal of AP rubrics [in general]  \n1. Large scale grading (many readers, many exams)  \n2. Rubric should be easy to understand for the reader (i.e. be able to train easily)  \n3. Able to be applied so that interrater reliability is high (approximately 80% or more)  \nii. The rubrics for AP CS Principles are about scoring a project that the students complete throughout the course  \n1. [https://apcentral.collegeboard.org/pdf/2018-explore-performance-tasks](https://apcentral.collegeboard.org/pdf/2018-explore-performance-tasks)sg. pdf?course=ap-computer-science-principles  \n2. [https://apcentral.collegeboard.org/pdf/2018-create-performance-tasks](https://apcentral.collegeboard.org/pdf/2018-create-performance-tasks)sg. pdf?course=ap-computer-science-principles  \niii. Resources from AP/The College Board  \n1. College Board-AP Central-[https://apcentral.collegeboard.org/](https://apcentral.collegeboard.org/)  \n2. Course page: [https://apcentral.collegeboard.org/courses](https://apcentral.collegeboard.org/courses)  \n[3](3). Psychology questions from 2017 exam  \n[https://apcentral.collegeboard.org/pdf/ap-psychology-frq-](https://apcentral.collegeboard.org/pdf/ap-psychology-frq-)  \n[2017.pdf?course=ap-psychology](2017.pdf?course=ap-psychology)  \n4. Psychology rubrics from 2017 exam: [https://secure](https://secure)[media.collegeboard.org/ap/pdf/ap17-sg-psychology.pdf](media.collegeboard.org/ap/pdf/ap17-sg-psychology.pdf)  \n5. Sample responses and commentary Psychology 2017 [https://secure](https://secure)[media.collegeboard.org/digitalServices/pdf/ap/ap17-psychology-q1.pdf](media.collegeboard.org/digitalServices/pdf/ap/ap17-psychology-q1.pdf)  \n6. AP Research Rubric: [https://apcentral.collegeboard.org/pdf/ap-research](https://apcentral.collegeboard.org/pdf/ap-research)academic-paper-rubric. pdf?course=ap-research  \nII -Rubrics as formative assessment (Paulette)  \na. Most writing teachers don’t like rubrics-concern that the students will only perform for the points  \nb. Writing a rubric makes me think about what I value, as I’m develo","cbCaij1T8qI0TgvP","https://ap.wps.com/l/cbCaij1T8qI0TgvP","pdf",118871,"English","# Your feedback and effective critical-thinking assessment\n# Rubrics as summative assessment\n## Institute-wide general education rubrics\n## AP exam rubric practices\n# Rubrics as formative assessment\n## Writing-focused rubric considerations\n## Peer review and conversation-based use\n# Notes from Q&A and discussion\n## Gradescope and grading consistency\n# Homework: creating rubrics","[{\"question\":\"How does the workshop define the goal of feedback on student work?\",\"answer\":\"The workshop frames feedback as vital for helping students learn to think critically. It focuses on ensuring feedback is effective and that students will actually use it.\"},{\"question\":\"What are rubrics used for in summative assessment?\",\"answer\":\"Summative use is discussed in terms of consistency in grading and providing clear, specific grading criteria. The notes also cover institute-wide general education rubrics and AP rubric approaches for training readers and improving interrater reliability.\"},{\"question\":\"How should rubrics function in formative assessment?\",\"answer\":\"Formative use is described as supporting student goal-setting, calibration for grading, and initiating conversation—not simply assigning a grade. The session highlights writing teachers’ concerns and benefits such as clearer expectations and improved engagement with feedback.\"}]","Applied Critical Thinking - Faculty Assessing What We Value, Students Valuing What We Assess - TTACT Workshop Decker | PDF",1790041960,15]