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Maximising Assessment Value with Rubrics

Maximising Assessment Value with Rubrics. Sustainability Task Force Capstone Workshop April 29, 2013 Minha R. Ha. Scholarship of Teaching. Informed and evidence-based Documented activities and achievements Replicable approaches Clear reason to why we do what we do

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Maximising Assessment Value with Rubrics

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  1. Maximising Assessment Value with Rubrics Sustainability Task Force Capstone Workshop April 29, 2013 Minha R. Ha

  2. Scholarship of Teaching • Informed and evidence-based • Documented activities and achievements • Replicable approaches • Clear reason to why we do what we do • Assessment of process and outcomes • Reflection for change and improvement • Effecting change

  3. Rubrics – Are they worth it?

  4. 7 Principles of Good Teaching • Contact between students & faculty • Reciprocity & Cooperation among peers* • Active (deep) learning* • Prompt feedback* • Time on task • High expectations (communicated)* • Diversity of talents and ways of learning*

  5. Four Factors to Support Good Learning • Well-structured knowledge base • Appropriate motivational context • Learner activity (inc. interaction with others) • Self-monitoring*

  6. Challenge: Maximisingthe value of existing assessment techniques w/ rubrics 1: Mapping & Articulating • Purpose: Alignment (internal validity), Focus 2: Enhancing & Generating • Purpose: Fill gap, Diversify Exercises: Mapping from existing rubric / assignment; Restructuring design journal

  7. Goals Quickly and easily map the itemsin existing assessments to current indicators of CEAB attributes Check overall coverage and balance of indicator-item matches as appropriate to the course Confirm indicator-item alignment by clarifying outcome statementsembedded in the rubric Check levels of mastery, learning priorities & weights

  8. Exercise: Design Indicators • 4.19 Process • 4.20 Principles • 4.21 Open-ended • 4.22 Creativity • 4.23 Health & Safety • 4.24 Sustainability • 4.30 Economic Principles • 4.25 Communication & Documentation • 4.26 IP • 4.27 Evaluation & Selection of Tools • 4.28 Group Work • 4.29 Standards & Acccountability • 4.31 Additional Knowledge • 4.32 Unique Solution

  9. Exercise: Work & Ethics Indicators • 6.37 Team composition • 6.38 Time and goals • 6.39 Team effectiveness & work quality • 6.40 Leadership • 6.41 Conflict management • 6.42 Accountability • 10.59 Code & stakeholders • 10.60 Framework & reasoning • 10.61 Structural equity • 10.62 Behavioural commitment

  10. Work Rubric (part 2)

  11. Quick Links • On assessment practice: Biggs 1999 • On group projects, from setup to assessment: Oakley et al. 2004 • On learning theories & activities: Biggs 1996; Biggs & Moore 1993 • On 7 principles of good teaching: Chickering & Gamson 1987

  12. Next: Sustainability Indicators • Triple Bottom Line • Metrics and Tools • Stakeholders • Ethics* • Complexity

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