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The Value of a Framework

The Value of a Framework. Bloom’s Digital Taxonomy. Rubrics and Assessment. Veronica Diaz, PhD Maricopa Community Colleges. Rubrics. Specifically state the criteria for evaluating student work

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The Value of a Framework

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  1. The Value of a Framework

  2. Bloom’s Digital Taxonomy

  3. Rubrics and Assessment Veronica Diaz, PhD Maricopa Community Colleges

  4. Rubrics • Specifically state the criteria for evaluating student work • Are more specific, detailed, and disaggregated than a grade and can help students to succeed before a final grade • Can be created from • Language in assignments • Comments on students’ papers, or • Handouts intended to help students complete an assignment

  5. Identify what you are assessing (e.g., critical thinking, writing, process, participation) Identify the characteristics/behavior of what you are assessing (e.g., presenting, problem-solving) Decide what kind of scales you will use to score the rubric (e.g. checklists, numerical, qualitative, or numerical-qualitative) Describe the best work you could expect using these characteristics: top category Describe the worst acceptable product using these characteristics: lowest category Development Steps

  6. Develop descriptions of intermediate-level products and assign them to intermediate categories: • 1-5: unacceptable, marginal, acceptable, good, outstanding • 1-5: novice, competent, exemplary • Other meaningful set • Test it out with colleagues or students by applying it to some products or behaviors and revise as needed to eliminate ambiguities More Steps

  7. Develop the rubric with your students Use same rubric that was used to grade Use examples to share with students, so they can begin to understand what excellent, good, and poor work looks like Have students grade sample products using a rubric to help them understand how they are applied In a peer-review process, have students apply the rubric to eachother’s work before submitting it for official grading Rubric Tips

  8. Benefits • Allows assessment to be more objective and consistent • Focuses instruction to clarify criteria in specific terms • Clearly shows the student how their work will be evaluated and what is expected • Promotes student awareness of about the criteria to use in assessing peer evaluation

  9. http://www.uwstout.edu/soe/profdev/rubrics.shtml http://www.calstate.edu/AcadAff/SLOA/links/rubrics.shtml http://www.iuk.edu/~koctla/assessment/rubrics.shtml http://www.csupomona.edu/~uwc/faculty/CSU-EPTScoringGuide.shtml http://condor.depaul.edu/~tla/html/assessment_resources.html http://www.winona.edu/AIR/rubrics.htm http://www.engin.umich.edu/teaching/assess_and_improve/handbook/direct/rubric.html http://www.seattleu.edu/assessment/rubrics.asp http://wsuctproject.wsu.edu/ctr.htm http://www.utexas.edu/academic/diia/assessment/iar/students/report/rubrics-types.php Rubric Template: http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html Rubric Resources

  10. Activity • Consider how you might use or modify one of these for your course • Share in chat

  11. The Value of Tools Veronica Diaz, PhD Maricopa Community Colleges

  12. Blogs • http://sustainchemistry.com/blog/index/ • http://gateway102.blogspot.com/ • http://freshmancomp101.blogspot.com/ • http://geckowriters.blogspot.com/ • http://www.netvibes.com/wesch#Anthro_Blogs

  13. Wikis • http://mcc-cis236.wetpaint.com/ • http://enh241.wetpaint.com/ • http://wiki.mc.maricopa.edu/anthrowiki/index.php/Main_Page • http://www.squidoo.com/wikisinhighered • http://www.netvibes.com/wesch#Intro_Class_Portal • http://spring09.wetpaint.com/?t=anon

  14. Web 2.0 Tool Videos • Blogs • Wikis • Social bookmarking • Social networking • Social media • RSS • Podcasting • Web searches • Google Docs • Google Reader

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