Copyright DR JJ, ASERG, UiTM, Shah Alam 1 FSG Dec07/OBEJan2010/DRJJ-sun… · Copyright DR JJ,...

Outcome Based Education 11/11/2011

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

11/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. 2011 1

email: [email protected], drjjlanita@hotmail .com; Website: http://drjj.uitm.edu.my ; HP#:+60193551621

Koichiro MatsuraPreviousDirector General of UNESCO

EdwardDeBono

Lectures & Workshop for Academic Faculty Members. SUNWAY University

Jaafar Jantan aka Dr JJ. Oct 12 th- 13th, Nov 10 th, 2011

“Cultures of evidence will not automatically lead to educational improvement, if what counts as evidence does not count as education. Narrow definitions and narrow tests of what count as learning outcomes in college may very well distort the culture of evidence we seek to establish”

“..that assessment all by itself is an insufficient condition for powerful learning and improvement.”

11/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 2

Assessment Data�Summative�Interim�Formative

Other Types�Surveys�Attendance�Discipline�Enrollment�Course taking�Etc.

Assessment Data�Qualitative

�Descriptive information�Quantitative

�Numerical information




Stage 1 –– Identify desired resultsIdentify desired results : : consider our goals, examine consider our goals, examine established content standards (national, university, program), aestablished content standards (national, university, program), and nd review curriculum expectations. review curriculum expectations. Because typically we have more Because typically we have more content than we can reasonably address within the a vailable content than we can reasonably address within the a vailable time, we must make choicestime, we must make choices . This first stage in the design process . This first stage in the design process calls for calls for clarity about prioritiesclarity about priorities ..

http://drjj.uitm.edu.my

Stage 2 : : Determine acceptable evidenceDetermine acceptable evidence ::The backward design orientation suggests that we The backward design orientation suggests that we think aboutthink abouta unit or course in terms of the collected assessme nt evidence a unit or course in terms of the collected assessme nt evidence needed to document and validate that the desired le arning has needed to document and validate that the desired le arning has been achievedbeen achieved , not simply as content to be covered or as a series , not simply as content to be covered or as a series of learning activities. of learning activities. (6 facets of understanding)(6 facets of understanding)

Source: Understanding by Design by Grant Wiggins and Jay McTighe


Stage 3Stage 3 –– Plan learning experiences and instructionPlan learning experiences and instruction : : Teaching is a means to an end. Having a clear goal helps to focuTeaching is a means to an end. Having a clear goal helps to focus s our planning and guide purposeful action toward the intended resour planning and guide purposeful action toward the intended results.ults.Key questions:Key questions:

��What enabling knowledge (facts, concepts, principles) and skillsWhat enabling knowledge (facts, concepts, principles) and skills(processes, procedures, strategies) will students need in order (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and activities will equip students with the needed knowledge and skills?skills?

��What will need to be taught and coached, and how should it What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals?and resources are best suited to accomplish these goals?


Source: Understanding by Design by Grant Wiggins and Jay McTighe





Copyright DrJJ, ASERG, FSG, UiTM. 2011 8


1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping.2. Supports the achievement of PLOs (MOHE LOs) as specified in the Curriculum

Matrix (sheet 6 & sheet 8).3. Specifies the competency level consistent with the Taxonomy identified in

Curriculum Mapping (sheet 10 in the Excel template)4. Specifies the competency level for the Generic Student Attributes identified in

Curriculum Mapping (Sheet 9 in the Excel Template).5. Identifies the learning areas or themes and the competency level attainment for

each theme. Content & standards are developed to ensure attainment of the CLOs.6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping.7. Alternatively, you could have 5 CLOs: 3 CLO for each theme in the combined

cognitive domain (LOTS-LO1 and HOTS-LO3) and the other 2 CLOs as specified in the curriculum mapping. Note that the 3 CLOs for each theme may not necessarily be addressing the same attainment level but the deepest attainment is as specified in the Taxonomy of your curriculum mapping (sheet 10).




http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table



1.1. Explain Explain the concepts, laws and theories involved in electromagnetic electromagnetic phenomenonphenomenon using the qualitative, visual and quantitative approachqualitative, visual and quantitative approach . (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks frompredetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.�� IndicatorsIndicators :

� Summative- a Test, a CMAP, a Letter to a friend, an Exam� Formative-Quizzes, CMAPs, Letter to a friend,

Course learning outcomes (CLOs) for DrJJ’s Physics P HY412 class and its aligned teaching/learning activities (TLAs)





2.2. Safely manipulateSafely manipulate equipments used in electricity and magnetism scientific inquiries. (LO2-P3). TLATLAs: Weekly Laboratory tasks. IndicatorsIndicators : Lab Performance Exam

3.3. ConductConduct teaching and learning activities which are constructively aligned (appropriate) with a high school electricity and magnetism learning outcome. (LO2-P4). TLATLAs: Group discussions and cooperation in labs & in class. IndicatorsIndicators : Self-Peer-Instructor scored Macroteaching

4.4. DemonstrateDemonstrate scientific inquiries abilities in electricity and magnetism. (LO3-CTPS3). TLATLAs: Group discussions and cooperation in labs & in class. IndicatorsIndicators : Journal Entries

Course learning outcomes (CLOs) for DrJJ’s Physics P HY412 class, its aligned teaching/learning activities (TLAs) & a ssessment tasks


Functional Knowledge (what you do with what you know & understand)

Higher order thinking skills (HOTS)

Lower order thinking skills (LOTS)

Complexity increase going from left to right Complexity increase going from left to right –– deeper understandingdeeper understandingCourse: Course: PHY412PHY412

ConductConductMeta-cognition

SafelySafelyExecuteExecute

(manipulate)(manipulate)

Procedural

DemonstrateDemonstrateExplainExplainConceptual

Factual

EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions





1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.

3.3. CollaborateCollaborate with team members in team-related assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.

Course learning outcomes (CLOs) for DrJJ’s Physics P HY407 class and its aligned teaching/learning activities (TLAs)

SYLLLLOs

LabExamRubrics



1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2).� Outcome Element: Explain.� Knowledge Dimensions: Factual, Conceptual & Procedural.� Assessment Methods/Tasks: Paper & Pencil Tests (2 Tests & A final Exam), Oral

Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps)

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.� Outcome Elements: Observe, predict, conduct & discuss� Knowledge Dimensions: Procedural� Assessment Methods/Tasks: Journal Entries, Lab Activities/Exam

Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned outcomes indicators

SYLLLLOs

LabExamRubrics




Functional Knowledge (what you do with what you know & understand)

Higher order thinking skills (HOTS)

Lower order thinking skills (LOTS)

Complexity increase going from left to right – deeper understandingCourse: PHY407

Meta-cognition

Procedural

Conceptual

Factual

EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions






Questions to be asked in selecting assessment methods:Questions to be asked in selecting assessment methods:

1.1. What CLOs are to be assessed?What CLOs are to be assessed?2.2. Are the assessment methods concerned Are the assessment methods concerned able to address those CLOsable to address those CLOs ??3.3. Will the assessment methods Will the assessment methods encourage students to relate to realencourage students to relate to real --life life

contextscontexts ? ? Are they authenticAre they authentic ? ? 4.4. Are the assessment methods Are the assessment methods practicable with respect to time practicable with respect to time

allowance and available resourcesallowance and available resources ??5.5. Taking the course as a whole, Taking the course as a whole, will the different assessment methods will the different assessment methods

offer a balanced assessment of all the course CLOsoffer a balanced assessment of all the course CLOs ??6.6. Is the assessment Is the assessment workload realistic for teachers and studentsworkload realistic for teachers and students ? ?

Different methods of assessment assess different learning outcomDifferent methods of assessment assess different learning outcomes. es. A range of different methods of assessment may be required to adA range of different methods of assessment may be required to address the dress the range of CLOs of a courserange of CLOs of a course






Assessing declarativeAssessing declarativeknowledge:knowledge:��Essay examinationsEssay examinations��Multiple choice questionsMultiple choice questions��OpenOpen--book examinationsbook examinations��ClosedClosed--book examinationsbook examinations��Tests and quizzesTests and quizzes��AssignmentsAssignments��Ordered outcome itemsOrdered outcome items��Letter to a friendLetter to a friend��PresentationsPresentations

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.

Assessing functioningAssessing functioningknowledge:knowledge:��Projects (individual)Projects (individual)��Projects (group)Projects (group)��PortfoliosPortfolios��PracticumsPracticums��LaboratoriesLaboratories��Reflective journalsReflective journals��Case studiesCase studies��PresentationsPresentations��AssignmentsAssignments

Rapid assessments Rapid assessments methods (for large methods (for large classes):classes):�Concept maps�Venn diagrams�Three-minute essays�Gobbets



Refer to Univ of Massachusetts –Amherst

“COURSE-Based Review & Assessment Handbook”

�Concepts of Outcome Indicators, Outcome Attributes, Variety of Program Assessment Methods and Course Assessment To ols & the PLO Assessment Matrix






1. A bulb and a battery are connected by connecting wires, a switch and an ammeter as shown in the figure at right. Once switch S is thrown down, which of the following statement is true about the current at various points A, B, C and D in the circuit. C

B

D

ABa

ttery

6 V

S1

Am

p

A) The current is largest at A. B) The current is largest at B. C) The current is largest at C. D) The current is largest at D. E) The current is the same everywhere. F) The current is the same between A and B and smaller than

between C and D. G) The current is the same between A and B and larger than

between C and D. H) The current is the same everywhere except in the bulb. I) The current is the same everywhere except in the battery. J) None of these is true.




For the next TWO questions, a second identical bulb is added to the circuit in Question 1, as shown in the figure at right.

A) The current at A is now twice as large as before. B) The current at A is now larger than before but not

twice as large. C) The current at A is the same as before. D) The current at A is now half as large as before. E) The current at A is now smaller than before but not

half as large. J) None of these is correct.

C

B

DA

Battery

6 V

S1

Am

pCompare the current at point A now to the current at point A in question 1 when there was only one bulb.

Explain your answer


For the next TWO questions, a second identical bulb is added to the circuit in Question 1, as shown in the figure at right.

A) The bulb is brighter than it was before. B) The bulb is just as bright as before. C) The bulb is dimmer than it was before.

C

B

DA

Batter

y 6 V

S1

Am

p

Compare the brightness of the bulb connected between B and C NOW to its brightness before when there was only one bulb in the circuit.

Explain your answer






As he was talking about MQF, he put up these words that were cirAs he was talking about MQF, he put up these words that were circled and cled and connected these words with other words.. He claimed the linking connected these words with other words.. He claimed the linking between these between these words, a term he coined proposition is a very strong visual reprwords, a term he coined proposition is a very strong visual representation of what is esentation of what is in our mind. He indicated the similarity and difference between in our mind. He indicated the similarity and difference between this so called this so called knowledge representation with the mind map. I wasnknowledge representation with the mind map. I wasn’’tt’’ quite sure what it all meant quite sure what it all meant and then it struck me like a lightning bolt how these very familand then it struck me like a lightning bolt how these very familiar terms I had always iar terms I had always argued with you. Amazingly, they were linked up smoothly in thisargued with you. Amazingly, they were linked up smoothly in this visual visual representation called Concept Maprepresentation called Concept Map…….. Linking 2 terms or concepts together by .. Linking 2 terms or concepts together by using linkwords not only clarify the connection between them butusing linkwords not only clarify the connection between them but also appeared to also appeared to be a scientific claim of some sort..be a scientific claim of some sort..

My dear EF, it has been a while since we last wrote to each otheMy dear EF, it has been a while since we last wrote to each other. So, I decide to r. So, I decide to enlighten you with an interesting character I met today..enlighten you with an interesting character I met today..

He puts on a contagious smile and his outlook is quite dashing IHe puts on a contagious smile and his outlook is quite dashing I must say.. But what must say.. But what I really wanted to share with you today is the new and interestiI really wanted to share with you today is the new and interesting learning ng learning experience I had while with himexperience I had while with him…… Oh, did I mention that he knows CK??... Will write Oh, did I mention that he knows CK??... Will write to you about that in another letter..to you about that in another letter..





QUIZ: Match the list of concepts below to the appro priate boxes to produce acceptable propositions in answering the focus question “WHAT IS ASSESSEMENT?”

consistency, candidates, values, instrument, valid, skills, relevancy, products, information



QUIZ: Match the list of concepts below to the appro priate boxes to produce acceptable propositions in answering the focus question “WHAT IS ASSESSEMENT?”

consistency, candidates, values, instrument, valid, skills, relevancy, products, information




http://drjj.uitm.edu.myBloom LOKI GuideSimpson Psychomotor

DomainBloom Cognitive

Domain

TLATLA: Collaborative Discussion. : Collaborative Discussion. MaterialsMaterials : Your own program matrix (LOKI) & : Your own program matrix (LOKI) & taxonomy, the CLOs & the relevant syllabus that are used to supptaxonomy, the CLOs & the relevant syllabus that are used to supp ort ort attainment of each PLOs.attainment of each PLOs.

�� ChooseChoose 1 CORE course for your program in Year 1, Year 2 & Year 3 1 CORE course for your program in Year 1, Year 2 & Year 3 respectivelyrespectively

�� identify which PLOs/identify which PLOs/ MOHELOsMOHELOs the courses will support (refer to YOUR LOKI the courses will support (refer to YOUR LOKI matrix).matrix).

�� Using the taxonomy matrix, Using the taxonomy matrix, identifyidentify the depth or the cognitive complexity for the depth or the cognitive complexity for each of the courses and using the SS (KI), each of the courses and using the SS (KI), identifyidentify the depth for the the depth for the KIsKIs ..

�� Critically reviewCritically review the existing CLOs on its alignment to support attai nment for the existing CLOs on its alignment to support attai nment for the designated PLOs & the designated PLOs & KIsKIs ..

�� Critically reviewCritically review the existing formative & summative assessment the existing formative & summative assessment tasks/indicators on its alignment with CLOs attainm ent.tasks/indicators on its alignment with CLOs attainm ent.

�� Critically reviewCritically review the appropriateness of the syllabus content (topics ) to the appropriateness of the syllabus content (topics ) to support CLOs attainmentsupport CLOs attainment

�� Summarize your review and communicate to the learni ng community.Summarize your review and communicate to the learni ng community.


ReflectionReflectionReflectionReflection

““““““““The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or

retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths…………………… . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master

the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and

going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in

real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.””””””””

(Jean Piaget, Swiss cognitive psychologist, 1896-198 0)




An An ““ AA”” studentstudent ’’s responses response : As like a “C” student plus

Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more

A A ““ CC”” studentstudent ’’s responses response could be:Forces are agents of change. Physically, a force can be visually observed as changing the position of a sta tionary object. It also changes either the speed or the dir ection or both if the object was initially in motion.

SYLLTestLab

SYLLTestLab






Uni-structural - the answer focuses on just one relevant fact.

The statement is true, but it focuses on just one factor that results from the spots, it does not attempt to explain the cause or explore any evolutionary link between the cause and the effect.

`Because it makes them

hard to see when they are

stalking prey.'

Pre-structural –there is no structure to the answer.

1. No attempt to answer the question.

2. The response is irrelevant.

(1) `I don't know.‘(2) `So that they are

different from lions.’

SOLO `level' descriptor

Characteristics of thesample answer

Examples of possibleanswers

Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.

Question: Explain why cheetahs have spots.Question: Explain why cheetahs have spots.



Multi-structural – the answer is based on several relevant concrete details.

Both the points mentionedare correct, but no attempt

is made to explain them or

relate them.

`The spots are formed by melanin in the skin. Cheetahs have spots so that they will be camouflaged in their normal hunting environment.'





Question: Explain why cheetahs have spots.Question: Explain why cheetahs have spots.





Relational – the answer focuses on ideas that relate all the relevant details.

The simple biological explanation is correct and some attempt is made to link it to probable evolutionary factors.

`Dark skin areas on animals are produced by melanin. The spread of the melanin is determined by the biological switching on and off a chemical reaction as the embryo develops. In cheetahs, the melanin producing reaction is turned on for just a short time. Cheetahs probably evolved this way after a chance mutation because it suited their untingenvironment.'







Extended abstract _ the answer uses abstract principles to explain the relations hips and it recognises other possibilities.

The answer contains all the relevant points, briefly explains how they are related, and mentions other abstract ideas that were not part of the original question.

`Dark skin areas are produced by melanin. The size and shape of the embryo during the time when the melanin production is occurring determines whether an animal has spots, stripes or no pattern. The melanin starts at points on the skin and spreads to form spots. Long, thin body parts like the cheetah's tail develop stripes because the spots merge. In evolutionary terms, the spots probably started as a mutation that gave cheetahs an advantage when hunting, so natural selection determined which ones passed on the advantageous genes.









Extended abstract -the answer uses abstract principles to explain the relationships and it recognises other possibilities.

The answer contains all the relevant points, briefly explains how they are related, and mentions other abstract ideas that were not part of the original question.

(cont) In their particular hunting environment, stripes were not an advantage and that is one reason why mutations such as the ``king'' cheetah are rare in the wild. The skin colours of animals (like cheetahs) are examples of mathematical patterns that can be described with partial differential equations.'






A rubric is an explicit set of criteria used for assessing a particular type of work or performance. A rubric usually also includes levels of potential achievement for each criterion, and sometimes also includes work or performance samples that typify each of those levels. Levels of achievement are often given numerical scores. A summary score for the work being assessed may be produced by adding the scores for each criterion. The rubric may also include space for the judge to describe the reasons for each judgment or to make suggestions for the author.

A Rubric shows how learners will be assessed and/or graded. In other words, a rubric provides a clear guide as to how ‘what learners do’ in a course will be assessed.

In formal terms - The following definition, taken from the glossary of Understanding Educational Measurement by Peter McDaniel (1994), also provides a standard definition:

A scoring rubric is a set of ordered categories to which a givenA scoring rubric is a set of ordered categories to which a givenpiece of work can be compared. Scoring rubrics specify the piece of work can be compared. Scoring rubrics specify the qualities or processes that must be exhibited in order for a qualities or processes that must be exhibited in order for a performance to be assigned a particular evaluative rating.performance to be assigned a particular evaluative rating.




� To produce assessments that are far more descriptive than a single, holistic grade or judgment can be. Instead of merely saying that this was a "B- paper," the rubric-based assessment describes the quality of work on one or more criteria. For example, an English paper might be assessed on its use of sources, the quality of the academic argument, and its use of English (among other criteria). These are the measurable attributes..

�� To let those who are producing work ("authors") kno w in To let those who are producing work ("authors") kno w in advance what criteria judge or judges will apply to assess advance what criteria judge or judges will apply to assess (score & grade) that work(score & grade) that work .

� To provide a richer and more multidimensional description of the reasons for assigning a numerical score to a piece of work. (See, for example, these rubrics created with Flashlight Online -- each criteria is described in 2-3 different but parallel ways.)


� To enable multiple judges to apply the same criteria to assessing work. For example, student work can be assessed by faculty, by other students and by working professionals in the discipline. If a rubric is applied to program review, a panel of visiting experts could use the same rubric to assess the program's performance. (Both of these uses of rubrics are being developed at Washington State University.)

�� To enable authors to elicit formative feedback (e.g ., peer To enable authors to elicit formative feedback (e.g ., peer critique) for drafts of their work (critique) for drafts of their work ( ongoing formative productsongoing formative products ) ) before final submission (before final submission ( summative productssummative products ));

� To help authors understand more clearly and completely what judges had to say about their work




� To enable comparison of works across settings.�For example, imagine an academic department trying to develop skills LO3-

LO9 among their students.�One first year course focuses on teaching goals LO3, LO4, and LO6,

while another first year course teaches LO3, LO5, and LO7.�One second year course is trying to deepen skill LO4 while introducing

skill LO7. And so on.� If faculty use the same rubrics and then pool data, the department can

monitor student progress as they work toward graduation.�It's a far more informative way to assess student progress and guide

changes in the curriculum than to monitor student GPAs: faculty can see faculty can see which skills are developing as hoped, and where the re are systemwhich skills are developing as hoped, and where the re are system ic ic problems in teaching and learningproblems in teaching and learning


In what circumstances should one not use rubrics, o r be cautiousabout their use?

� Rubrics apply the same, preset criteria to each piece of work being assessed. It may not be appropriate to use rubrics if an assessor were tosay of two different pieces of work. "They have absolutely nothing in common but they are each excellent, in different ways."

� Rubrics are ordinarily created in advance, in order to let authors know in advance how their work will be judged. But that's not always appropriate. Sometimes judges prefer to create criteria inductively, after seeing the work. In those instances, it may still be appropriate to create the rubric as the works are being judged. The rubric would then be used to help assure that the works are being judged consistently and to communicate the reasoning to the authors.




Bigg’s Curriculum and Instruction Course

Grading will be based on your attaining the following CLOs

1. Demonstrate that you correctly understand and can apply the principles of good teaching and assessment to chosen contexts.

2. Demonstrate a knowledge of selected aspects of curriculum design and management and how they relate to the educational system in Hong Kong.

3. Show how the content and experiences in this course may enhance your effectiveness as an Education Practitioner (EP).

4. Show evidence of reflective decision-making.


BiggBigg’’ ss Curriculum and Instruction CourseCurriculum and Instruction CourseFinal grades will depend on how well you can demonstrate that yoFinal grades will depend on how well you can demonstrate that you have u have

met all the ILOs:met all the ILOs:

A (70+): awarded if you have clearly met all the LOs, displaying deep knowledge of the base content, original and creative thinking, perhaps going beyond established practice.

B (60-69): awarded when all LOs have been met very well and effectively.

C (50-59): awarded when the LOs have been addressed satisfactorily, or where the evidence is strong in some LOs, weaker but acceptable in others.

F Less than C, work plagiarised, not submitted.




The majority of the entries are virtually incomplete & incomprehensible1

The reader finds many of the entries difficult to understand, and/or many entries are simplistic, not varied and incomplete

2

There is some use of appropriate pictures, diagrams, graphs, tabulation and description but sample calculations, formulations used and derived are not evident. The entries are not varied in form and appearance.

3

The content of the journal is by and large complete & comprehensible. The author provided detail descriptions along with the appropriate pictures, diagrams, graphs, sample of tabulated data, sample calculations and formulations used or derived from the activity. Although there are errors, they do not seriously affect the description The author has taken some chances, expressing thoughts that are on the edge of what was being investigated. The entries are varied in form and appearance.

4

QualityScale


Identifies function or brand name, but not both; lacks design information or is misleading

2-Emergent

Is patterned after another discipline or missing1-Failed

Identifies function, brand name, but does not allow reader to anticipate design

3-Competent

Is appropriate in tone and structure to science journal; most descriptors present; identifies function of experimentation, suggests design, but lacks brand name

4-Proficient

Is appropriate in tone and structure to science journal; contains necessary descriptors, brand names, and allows reader to anticipate design

5-Expert

QualityScale

Grading Sheet for Scientific Experiment in Biology Capstone Course, by Virginia Johnson Anderson, Towson University, Towson, MD. http://www.tltgroup.org/resources/Flashlight/Rubrics.htm




* adapted from Schreyer Institute for Innovation in Learning** scoring/feedback sheets designed to be used with a full descriptive rubric (e.g. course grading). http://www.tltgroup.org/resources/Rubrics.htm

Designed to provide detailed guidance regarding a specific assignment or task

are unique to a task/assignment

Task-specific

Designed to provide general guidance as to expectations, such as for grading of written assignments

contain criteria that are general across tasks

General

To break assignments or scores down into separate components for grading (description, analysis, grammar, references, etc.)

provide specific feedback along several dimensions

Analytic

To provide overall evaluation guidelines that clarify how grades relate to performance/achievement, such as in course grades

provide a single score based on an overall impression of learner achievement on a task.

Holistic

Focal UsePurpose/Distinction*Types


Based on the work of Bonnie B. Mullinix. http://www.tltgroup.org/resources/Rubrics.htm

Creating a Rubric – Key Steps1. Identify the type and purpose of the Rubric - Consider what you want to apply

assess/evaluate and why (diagnostic, formative, summative)2. Identify Distinct Criteria to be evaluated - Develop/reference the existing

description of the course/assignment/activity and pull your criteria directly from your objectives/expectations. Make sure that the distinction between the assessment criteria are clear.

3. Determine your levels of assessment - Identify your range and scoring scales. Are they linked to simple numeric base scores? Percentages? Grades or GPAs?

4. Describe each level for each of the criteria, cle arly differentiating between them - For each criteria, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels. (Hint: Start at the bottom (unacceptable) and top (mastery) levels and work your way “in”).




Creating a Rubric – Key Steps5. Involve learners in development and effective use of the Rubric - Whether it

is the first time you are using a particular rubric or the 100th time, learner engagement in the initial design or on-going development of the assessment rubric helps to increase their knowledge of expectations and make them explicitly aware of what and how they are learning and their responsibility in the learning process.

6. Pre-test and retest your rubric - A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.

Based on the work of Bonnie B. Mullinix. http://www.tltgroup.org/resources/Rubrics.htm


http://drjj.uitm.edu.myBloom LOKI Guide

Simpson PsychomotorDomain

Bloom CognitiveDomain

TLATLA: Collaborative Discussion. : Collaborative Discussion. MaterialsMaterials : Your own program matrix & : Your own program matrix & taxonomy, the CLOs & the relevant syllabus that are used to supptaxonomy, the CLOs & the relevant syllabus that are used to supp ort ort attainment of each PLOs.attainment of each PLOs.

�� ChooseChoose 1 CORE course for your program in Year 1, Year 2 or Year 3 from1 CORE course for your program in Year 1, Year 2 or Year 3 fromthe first workshop activity.the first workshop activity.

�� ChooseChoose at least 2 assessment tasks/products, one each for each CLO OR at least 2 assessment tasks/products, one each for each CLO OR just 1 task if this task/product will show evidence of 2 differejust 1 task if this task/product will show evidence of 2 differe nt CLOs. nt CLOs.

�� Brainstorm Brainstorm criteria or measurable attributes that you want to use to assesscriteria or measurable attributes that you want to use to assessthe task/product. the task/product.

�� ProposePropose a rubric you will use to score the task/products.�� SummarizeSummarize your review and your review and communicatecommunicate to the learning community.to the learning community.






52

51

54

51

47

51

Sum100

15

15

5

20

10

15

Lab20

C-255511Bulat

C155522Dolah

C307822Jamal

C158922Mamat

15

25

Final50

9

2

Test110

9

8

Test210

C22Zaki

C0.50.5Aishah

GradeQuiz2

5

Quiz1

5

Students

What outcomes were addressed?

Were the instruments valid & reliable?

Was the test fair?

How similar and how different is the learning attainment between Aishah, Dolah, Jamal, Mamat & Zaki?




52

51

51

51

47

51

Sum100

15

15

5

20

10

15

Lab20

C-255511Bulat

C155522Dolah

C402211Jamal

C158922Mamat

15

25

Final50

9

2

Test110

9

8

Test210

C22Zaki

C0.50.5Aishah

GradeQuiz2

5

Quiz1

5

Students

What outcomes were addressed?

Were the instruments valid & reliable?

Was the test fair?

How similar and how different is the learning attainment between Aishah, Dolah, Jamal, Mamat& Zaki?


1.1. Grading should be outcomes based (Grading should be outcomes based ( OBGOBG). Grades are awarded to ). Grades are awarded to reflect the level of understanding /performance ach ieved in relareflect the level of understanding /performance ach ieved in rela tion to tion to the LOs to be assessedthe LOs to be assessed . .

2.2. It is important to remember that it is the students ' It is important to remember that it is the students ' achievement of the achievement of the LLOsLLOs (CLOs) that is to be assessed and graded not their performance (CLOs) that is to be assessed and graded not their performance on the assessment tasks themselveson the assessment tasks themselves ..

3.3. FeedbackFeedback should be should be specific to the specific to the LLOsLLOs (CLOs)(CLOs) to enhance learning.to enhance learning.




In OBTL, the results on particular assessment tasks are results on particular assessment tasks are not combined to form a gradenot combined to form a grade . Grading criteria for the Grading criteria for the course are based on the LOs, not the assessment tas kscourse are based on the LOs, not the assessment tas ks .

Conversion to final grade from performance on the L Os can be analytic or holistic

If analytic, draw up a Performa, with a set of rubr ics, telling you (and the student) why you graded the LO as you did on the evidence.


Curriculum Objectives and CLOsCurriculum Objectives and CLOsexpressed as verbs students have to enactexpressed as verbs students have to enact

AAThe very best understanding that could beThe very best understanding that could bereasonably expected: reasonably expected: verbs such as verbs such as hypothesise, apply to hypothesise, apply to ““ farfar ”” domains, domains, generate, relate to principle, etc.generate, relate to principle, etc.

BBHighly satisfactory understanding: Highly satisfactory understanding: verbsverbssuch as explain, solve, understand mainsuch as explain, solve, understand mainideas, analyze, compare, etc.ideas, analyze, compare, etc.

CCQuite satisfactory learning, with underQuite satisfactory learning, with under--standing at a declarative level: standing at a declarative level: verbs such verbs such as elaborate, classify, cover topics as elaborate, classify, cover topics a a to to n,n,

DDUnderstanding at a level that would Understanding at a level that would warrant a Pass: warrant a Pass: low level verbs, alsolow level verbs, alsoinadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.

Teaching / LearningTeaching / LearningActivitiesActivities

Designed toDesigned toelicit desired elicit desired verbsverbs

May be:May be:

TeacherTeacher--controlledcontrolled

PeerPeer--controlledcontrolled

SelfSelf--controlledcontrolled

as best suits contextas best suits context

Assessment TasksAssessment Tasks

FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.

CriteriaCriteria clearly allowclearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance




Final grade converted into letter grade from the un iversity's own table

Final grade = ∑ individual CLO grade-point/ ∑weightings

x1CLO4

x1CLO3

Similar categories for ILO1x2Able to

explainCLO2

Aware plus apply

original theory

Aware of self, can improve

Aware of self, no theory

Barely, no theoryx3

Able to reflectCLO1

WeightageCLO

443.73.332.72.321.71

A+AA-B+BB-C+CC-D

Student's RatingExcellentGoodAdequateMarginal


BiggBigg’’ ss Curriculum and Instruction CourseCurriculum and Instruction CourseFinal grades will depend on how well you can demonstrate that yoFinal grades will depend on how well you can demonstrate that you have u have

met all the ILOs:met all the ILOs:

A (70+): awarded if you have A (70+): awarded if you have clearly met all the ILOsclearly met all the ILOs, displaying deep , displaying deep knowledge of the base content, original and creative thinking, pknowledge of the base content, original and creative thinking, perhaps erhaps going beyond established practice.going beyond established practice.

B (60B (60--69): awarded when 69): awarded when all ILOsall ILOs have been met very well and have been met very well and effectively.effectively.

C (50C (50--59): awarded when the 59): awarded when the ILOs have been addressed satisfactorilyILOs have been addressed satisfactorily, , oror where the evidence is strong in some ILOswhere the evidence is strong in some ILOs, , weaker but acceptable in weaker but acceptable in othersothers..

F Less than C, F Less than C, work plagiarised, not submittedwork plagiarised, not submitted..




Consider: Consider: Are all CLOs being addressed?Are all CLOs being addressed?Is there a balanced coverage of the CLOs?Is there a balanced coverage of the CLOs?

√√√√

AT5Lab Exam

(3 hrs)1

√√√√√√√√CLO3: 27%27%

AT6Lab Journal

(6 hrs)1

√√√√

√√√√

AT7Macro Teaching

(20 hrs)1

CLO4: 21%21%

CLO2: 24%24%

CLO1:2929 %%

LOs SLTs

Weightage

√√√√√√√√√√√√√√√√

AT4Finals

(12 hrs)1

AT3Tests(4 hrs)

1

AT2L2F

(3 hrs)1

AT1CMAP(9 hrs)

1

Is this what you want?Is this what you want?



√√√√

AT4Lab Exam

(3 hrs)1

√√√√√√√√CLO3 (22): 22%22%

AT4Lab Journal

(6 hrs)1

√√√√

√√√√

AT5Macro Teaching

(20 hrs)1

CLO4 (11): 11%11%

CLO2 (22): 22%22%

CLO1 (44): 44%44%

LOs # of Tasks Weightage

√√√√√√√√√√√√√√√√

AT4Finals

(12 hrs)1

AT3Tests(4 hrs)

1

AT2L2F

(3 hrs)1

AT1CMAP(9 hrs)

1





100%21%27%24%29%SLTs %

9720262328SLTs

SUMCLO4CLO3CLO2CLO1SLTs Weightage

100%11%22%22%44%# of tasks %

91224# of tasks

SUMCLO4CLO3CLO2CLO1# of tasks Weightage




http://www.tedi.uq.edu.au/teaching/assessment/downl oads.html#assessment




http://drjj.uitm.edu.myBloom LOKI Guide

Simpson PsychomotorDomain

Bloom CognitiveDomain

TLATLA: Collaborative Discussion. : Collaborative Discussion. MaterialsMaterials : Your own program matrix & : Your own program matrix & taxonomy, the CLOs & the relevant syllabus that are used to supptaxonomy, the CLOs & the relevant syllabus that are used to supp ort ort attainment of each PLOs.attainment of each PLOs.

�� ChooseChoose 1 CORE course for your program in Year 1, Year 2 & Year 3 1 CORE course for your program in Year 1, Year 2 & Year 3 respectively.respectively.

�� Critically reviewCritically review the assessment tasks chosen, the weightage given fo r the assessment tasks chosen, the weightage given fo r each task or CLO and the each task or CLO and the SLTsSLTs for the tasks.for the tasks.

�� Propose the most appropriate grading Propose the most appropriate grading scheme for the course.scheme for the course.�� SummarizeSummarize your review and communicate to the learning communi ty.your review and communicate to the learning communi ty.






http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table






Complexity increase going from left to right Complexity increase going from left to right –– deeper deeper understandingunderstanding

Course: Course: PHY407PHY407

MetaMeta--cognitioncognition

ProceduralProcedural

ExperimentExplainConceptualConceptual

√√√√FactualFactual

EvaluateEvaluateSynthesisSynthesisAnalyzeAnalyzeApplyApplyUnderUnder --standstand

ReRe--membermember

Knowledge Knowledge DimensionsDimensions


�Assignment [F, S]

�Mini project [F, S]

�Case Study [F, S]

�Problem-Based

Learning [F, S]

�Oral Presentation [F, S]

Students prepare a

detail budget to

organise a

departmental level

social event

1.Cognitive

�Critical Thinking

& Problem

Solving

2.Procedural

Apply

�Execute

Prepare a budget to

organise a departmental

level social event

�Quizzes [F]

�Concept Maps [F, S]

�Written Test [S]

�Written Final Exam [S]




Students explain a

scientific physical

model for a head-on

and for a side-impact

collision between 2

motorised vehicles of

various weights.

1.Cognitive

• Knowledge of

the discipline.

2.Conceptual

Understand

• Explain

Construct a scientific

physical model

representing a head-on

and a side-impact collision

between 2 motorised

vehicles of various

weights.

Assessment Task /

Instrument (Formative

[F] & Summative [S])

Evidence of Outcome

Attainment

1.LO Domains

2.Types of Knowledge

3.Complexity of

cognitive processes

Examples of Course

Learning Outcome






�Problem-Based

Learning [F, S]


Students diagnose

strength and

weaknesses of

evidences submitted

by the prosecuting

team in a mock trial.

1.Cognitive


& Problem

Solving

2.Conceptual

Analyse

�Attribute

Diagnose strength and

weaknesses of evidences

submitted by the

prosecuting team in a

mock trial.


�Mini project [F,S]


�Problem-Based

Learning [F, S]


Students predict the

quantity and quality

of energy gain or lost

in a building when

the daytime and

nightime outside

temperature

fluctuates between

15οοοοC and 40οοοοC.

1.Cognitive


& Problem

Solving

2.Procedural

Apply

�Implement

Predict the quantity and

quality of energy gain or

lost in a building when the

daytime and nightime

outside temperature

fluctuates between 15οοοοC

and 40οοοοC.

Assessment Task /

Instrument (Formative [F]

& Summative [S])

Evidence of Outcome

Attainment

1.LO Domains


3.Complexity of

cognitive processes

Examples of Course

Learning Outcome


�Assignment

�Mini project

Explain how a

business plan will

produce 30% profit

margin in the first

year.

1. Cognitive

�Knowledge of

the discipline.

2.Conceptual

Understand

�Explain

Explain how a business

plan will produce 30%

profit margin in the first

year.

�Lab Practicals [F]

�Lab Exam [S]


�Problem-Based

Learning [F, S]

Students construct a

4-loop circuit with

independent current-

control mechanism

that will automate

turning on and off

each bulb in the loop

1.Practical Skills.

2.Procedural

Apply

�Execute

Construct a 4-loop circuit

with independent current-

control mechanism that

will automate turning on

and off each bulb in the

loop

Assessment Task /



Evidence of Outcome

Attainment

1.LO Domains


3.Complexity of

cognitive processes

Examples of Course

Learning Outcome




•Team Assignment [F, S]

•Mini project [F, S]

•Problem-Based Learning

[F, S]

•Self assessment [S]

•Peer Assessment [S]

Students

demonstrate respect

and collaboration in

team-related tasks.

1.Affective

�Teamwork

2.Metacognitive

Apply

�Execute

Demonstrate respect and

collaboration in team-

related tasks.

Assessment Task /



Evidence of Outcome

Attainment

1.LO Domains


3.Complexity of

cognitive processes

Examples of Course

Learning Outcome






Instrument: FCI - Q15Sebuah lori mengalami kerosakan dan menerima tolakan daribelakang oleh sebuah kereta kecil untuk menghantarnya ke bandarseperti yang digambarkan di bawah.

15.Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuan seragam;


Instrument: FCI - Q15

(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalahsama dengan daya lori menolak kereta

(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalahlebih kecil berbanding dengan daya lori menolak kereta

(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalahlebih besar berbanding dengan daya lori menolak kereta




Comparing Pre (N=1354) & Posttest (N=1145) FCI chan ge in scores for question 15 . Answer is A.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E

Answer Options for P re & P ost Test

Pre APost APre BPost BPre CPost CPre DPost DPre EPost E

Instrument: FCI - Q15


Example (Phase Change Question)

•Young Researchers CAS 2006, Selangor, 13 th -14th June, 2006

• CCI Item #10

(A) higher? (65%)(B) lower? (8%)(C) the same? (27%)

After the ice melts, will the water level be:

Two ice cubes are floating in water:Ice

Water

Scientific Belief is C: 27%. N=1235

Commonsense belief is A: 65%. N=1235





a) Charge quantizationb) Coulomb force.c) Electric potential.d) Charging by contact.

Provide a brief conceptual description for the foll owing:






a) State the amount of charge, in terms of e, for ea ch metal sphere and determine the total amount of char ge for the system of 3 metal spheres.

b) Obtain the amount of charge for each sphere when sphere A and sphere B are touched. Then determine the total amount of charge for the system of 3 meta l spheres. Provide a qualitative explanation for your answer.

c) After the process in part (ii) above, obtain the amount of charge for each sphere when sphere B is now brought close to sphere C without touching it. Then determine the total amount of charge for the system of 3 metal spheres. Provide a qualitative explanation for your answer.

Figure 1 shows a system of three identical metal sp heres with the charges as shown. Each charge (+) or (-) represents the charge of an electron, e = 1.67x10 -19 C.

A B C

Figure 1



a) Draw and label the electric force diagram, F 12, F13 exerted on charge q1 by charge q 2 and by charge q 3 respectively.

b) Draw and label the electric field lines E 1 (created by charge q 1), E2 (created by charge q 2) and E3 (created by charge q 3) at point A and point B respectively,

c) Write down the magnitudes (strength) of the Coulomb’s for ces, F12, and F 13 in terms of the electric constant k, the charge q and the separation d. (remember to use subscripts to label the charges)

d

d

d

A

Bd

q3

q1

q2

Figure 2

Figure 2 shows a configuration of charged particles q1=+q, q 2= +q, and q3= -q. The charges are separated by the distance s shown. Point B is at a distance d below charge q 1 and point A is halfway between charges q 1and q 2.




� involves real-world problems that mimic the work of professionals� includes open-ended inquiry and higher order thinking skills� engages students in social learning.� empowers students by choice to direct their own learning.

Authentic Assessment Toolbox.. http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm

An authentic assessment task has four main components Rule (2006). It:


� involves real-world problems that mimic the work of professionals� includes open-ended inquiry and higher order thinking skills� engages students in social learning.� empowers students by choice to direct their own learning.


What do you look for when scoring or judging assessment tasks??




OutcomeOutcome : Upon completion of this unit, the student will be able to conduct banking transactions.

The authentic taskauthentic task this teacher assigned to students to assess the standard was to:make depositsmake deposits , withdrawals or cash checks at a bankwithdrawals or cash checks at a bank .

� Selects needed form (deposit, withdrawal)� Fills in form with necessary information� Endorses check� Locates open teller� States type of transaction� Counts money to be deposited to teller� Puts money received in wallet

CriteriaCriteria for good performance on this task:



Mathematics Outcome: Upon completion of this unit, students will be able to:� measure quantities using appropriate units, instruments, and methods;� setup and solve proportions;� develop scale models;� estimate amounts and determine levels of accuracy needed;� organize materials;� explain their thought process.

Authentic Task: Arranging A RoomAuthentic Task: Arranging A Room .You want to rearrange the furniture in some room in your house, but your parents do not think it would be a good idea. To help persuade your parents to rearrange the furniture you are going to make a two dimensional scale model of what the room would ultimately look like.






1. You first need to measure the dimensions of the floor space in the room you want to rearrange, including the location and dimensions of all doors and windows. You also need to measure the amount of floor space occupied by each item of furniture in the room. These dimensions should all be explicitly listed.

2. Then use the given proportion to find the scale dimensions of the room and all the items.3. Next you will make a scale blueprint of the room labeling where all windows and doors are

on poster paper.4. You will also make scale drawings of each piece of furniture on a cardboard sheet of paper,

and these models need to be cut out.5. Then you will arrange the model furniture where you want it on your blueprint, and tape them

down.6. You will finally write a brief explanation of why you believe the furniture should be arranged

the way it is in your model.

Your models and explanations will be posted in the room and the class will vote on which setup is the best


� accuracy of calculations;� accuracy of measurements on the scale model;� labels on the scale model;� organization of calculations;� neatness of drawings;� clear explanations.

Finally, the criteria which the teacher identified as indicators of good performance on the Rearrange the Room task were:





Examples of authentic assessment tasks

Software EngineeringSoftware Engineering (second year task).(second year task). Design a software programDesign a software program to suit a client brief. Present it as a series of Present it as a series of ‘‘deliverablesdeliverables ’’ to the clientto the client (the tutor) in an industry template for feedback. Refine each deliverable and adapt the software (if necessary) based on client feedback. Present the completed package with supporting docume ntation to tPresent the completed package with supporting docume ntation to t he clienthe client .

DieteticsDietetics (third year task).(third year task). Create a presentationCreate a presentation about how to cook nutritious inexpensive food for a group of very young mothers with low literacy and numeracy levels. The presentation is to be in a local community hall during the day. LiaiseLiaise with the social workers in the area to ensure you are briefed fully about any additional features you need to take account of when preparing your presentation. DocumentDocument feedback from the audience and evaluateevaluate your presentation.

UTAS Task Design-Authentic Assessment. http://www.teaching-learning.utas.edu.au/assessment/authentic-assessment



Examples of authentic assessment tasksMedicineMedicine (third year task).(third year task). As part of your Objective Structured Clinical Examination (OSCEs) or Clinical Skills Assessment, you are to interview a series of patientsinterview a series of patients (GPs who have will present with different symptoms) to ascertain what their symptoms are and make a diagnosis make a diagnosis and possible treatmentand possible treatment . Each patient will rate you on both your personal and clinical skills. Each interview is to be no more than 10 minutes

NursingNursing (second year).(second year). In the exam, you will be presented with two realistic scenarios about aged care. In each, a synopsis is provided that refers to some, but not all aspects of the scenario. Your role, as part of a team of health professionals, is to interpret the scenarios and interpret the scenarios and answer questionsanswer questions that focus on various management issues associated with care of the aged persons. As well, you are expected to demonstrate knowledgedemonstrate knowledge of which health services and other care providers are relevantare relevant in each scenario, as well as offer adviceoffer advice to the families involved.




Examples of authentic assessment tasks

Agricultural ScienceAgricultural Science (first year).(first year). On a field trip to 4 different farms, you are to interviewinterview the farmer and ask them questionsask them questions about what sustainable practices they are using. You are to collate your notes of the interviews and observatio nscollate your notes of the interviews and observatio ns of the farms into a report. The report evaluates the extent of each farm’s sustainable practices based on given criteria.

AccountingAccounting (Masters).(Masters). Carry outCarry out a feasibility study for a hypothetical small business to determine its potential viability. This requires you to calculate and correctly set out datacalculate and correctly set out data , then analyseanalyse and interpretand interpret it while taking into account assumptions and limitations. The report to report to the clientthe client includes the results of the feasibility study and justifies your recommendations. It is to be written in language the client can understand and be presented in the given ‘professional’format.






LO4: Wt 1

LO3: Wt 1

LO2: Wt 2

LO1: (Explain)

Wt 3 = 38%

samesamesamesame

As in “Good” but provides views on

Possible alternative causes and/or results

depending on change of conditions. Able to link current reasoning to situations in real life

professional contexts

Able to identify a full range of relevant points with details supported by relevant literature.

Points are organized to provide a

comprehensive and cohesive reasoning of

causality

Able to identify a number of relevant points with some details. Use these points to provide a fair reasoning or

causality No evidence of a

comprehensive overview of reasoning or

causality.

Able to identify and briefly write

about limited points. Very little evidence of using

these points to provide reasoning

to why they are interrelated.

Excellent

A- A A+

Good

B- B B+

Adequate

C- C C+

Marginal

D

Final grade = sum of individual ILO grade-point/ ∑weightings∑

∑=

==LO

LO

L

Weightage

GPAGrade

4

10


http://www.flaguide.org/extra/download/cat/perfass/perfass.pdf

No attempt or meaningful effort obvious.1, F

Student is not able to complete all aspects of task or is not able to sufficientlyprovide information about the equipment used or objects observed.

2, C

Student completes all aspects of task and provides descriptive informationabout the equipment and objects observed.

3, B

Student completes all aspects of task quickly and efficiently and is able toanswer questions about the equipment used and objects observed beyond what isobvious. The tasks are:1. align telescope mount with north celestial pole;2. align finder telescope with primary telescope;3. center on target object;4. select and focus appropriate eyepiece;5. provide information about the target beyond the literal descriptive level; and6. answer questions about the target correctly.

4, A

QualityScale






Grading for Biggs’ The Nature of Teaching and Learni ng Course

A Able to reflect, self-evaluate realistically, able to formulate and apply theory to problematic classroom situations, clear mastery of course contents.

B Can apply theory to practice, a holistic understanding of course and components, barely failed A.

C Can explain the more important theories, can describe other topics acceptably, barely failed B.

D Can only explain some theories, barely failed C.F Less than D; plagiarism.

Each letter grade represents a qualitatively different level of thinking, as follows:






1. Note that LLOs are Direct measures of attainment.2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and the

evidence is gathered through attainment of CLOs but direct measurement is made by attainment of LLOs.

3. Best to have not more than 5 LLOs (a practical, achievable & measurable number range between 3-5 LLOs, for each 1-hour Face-2-Face Lesson.

4. Have LLOs for all the CLOs to be able to gather direct evidence for the CLO attainment.

(Don(Don ’’ just focus on the cognitive attainment but attainme nt of just focus on the cognitive attainment but attainme nt of ALL the CLOsALL the CLOs ……))

SYLLLLOs

LabExamRubrics



1. Explain the concepts of electrons, protons, charged objects, charged up, gaining charge, losing charge, charging by contact, charging by induction, grounding, charge quantization, charge conservation, conductors and insulators.

2. Describe the motion of point charges when placed near another charged object.

3. Relate the motion of charges to a force and state Coulomb’s Law.4. Explain, qualitatively, how the direction and the strength of this force

changes with magnitude of the charges and the distance between the charges.

5. Draw a force diagram to a system of point charges and obtain thedirection and magnitude of the resultant force acting on a point charge due to the presence of other point charges.





1. Draw the electric force diagram exerted by one point charge onto another and describe the motion of charges in the presence of another point charge.

2. Describe how the strength of the force changes when the distance between the charges is varied.

3. Describe and produce a model for the electrical force in terms of the strength and direction that are acting between point charges.

4. Add and subtract forces vectorially and obtain the resultant force acting on a charged particle.

5. Describe and draw the electric field patterns created by a point charge.6. Determine the strength of the electric field surrounding a point charge.7. Produce a model for the electric field produced by point charges.8. Describe and draw the electric field patterns surrounding two like point charges

and two unlike point charges.


At the end of this activity students will be able to:

1. Draw the electric force diagram representing a force exerted by one point charge onto another and describe the motion of charges in the presence of other point charges.

2. Describe the cause of motion between point charges.3. Describe and produce a model of the force in terms of the

strength and direction that are acting on and by a point charge and on and by many point charges.






4. Describe and draw the electric field patterns created by point charges surrounding a point charge.

5. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges.

6. Measure the strength of an electric field produced by a point charge at various localities and produce a mathematical model of the strength.




Draw the electric force exerted by one point charge onto another, describe the motion of charges in the presence of other point charges and compare the differences between the observed force diagrams (strength and direction) for charged particles placed at a variety of position from another charged particle.





Instrument: CSEM – Q7

Bef:61%, Aft:37%

Bef:9%, Aft:10%

Bef:15%, Aft:23%

Bef:9%, Aft:13%

Bef:6%, Aft:17%

CRI=2,3



1. Explain the concepts of electrons, protons, charged objects, charged up, gaining charge, losing charge, charging by contact, charging by induction, grounding, charge quantization, charge conservation, conductors and insulators.

2. Describe the motion of point charges when placed near another charged object.

3. Relate the motion of charges to a force and state Coulomb’s Law.4. Explain, qualitatively, how the direction and the strength of this force

changes with magnitude of the charges and the distance between the charges.

5. Draw a force diagram to a system of point charges and obtain thedirection and magnitude of the resultant force acting on a point charge due to the presence of other point charges.





1. Draw the electric force diagram exerted by one point charge onto another and describe the motion of charges in the presence of another point charge.

2. Describe how the strength of the force changes when the distance between the charges is varied.

3. Describe and produce a model for the electrical force in terms of the strength and direction that are acting between point charges.

4. Add and subtract forces vectorially and obtain the resultant force acting on a charged particle.

5. Describe and draw the electric field patterns created by a point charge.6. Determine the strength of the electric field surrounding a point charge.7. Produce a model for the electric field produced by point charges.8. Describe and draw the electric field patterns surrounding two like point charges

and two unlike point charges.

11/11/2011 110






a) Charge quantizationb) Coulomb force.c) Electric potential.d) Charging by contact.

Provide a brief conceptual description for the foll owing:

11/11/2011 112






a) State the amount of charge, in terms of e, for ea ch metal sphere and determine the total amount of char ge for the system of 3 metal spheres.

b) Obtain the amount of charge for each sphere when sphere A and sphere B are touched. Then determine the total amount of charge for the system of 3 meta l spheres. Provide a qualitative explanation for your answer.

c) After the process in part (ii) above, obtain the amount of charge for each sphere when sphere B is now brought close to sphere C without touching it. Then determine the total amount of charge for the system of 3 metal spheres. Provide a qualitative explanation for your answer.

Figure 1 shows a system of three identical metal sp heres with the charges as shown. Each charge (+) or (-) represents the charge of an electron, e = 1.67x10 -19 C.

A B C

Figure 1



a) Draw and label the electric force diagram, F 12, F13 exerted on charge q1 by charge q 2 and by charge q 3 respectively.

b) Draw and label the electric field lines E 1 (created by charge q 1), E2 (created by charge q 2) and E3 (created by charge q 3) at point A and point B respectively,

c) Write down the magnitudes (strength) of the Coulomb’s for ces, F12, and F 13 in terms of the electric constant k, the charge q and the separation d. (remember to use subscripts to label the charges)

d

d

d

A

Bd

q3

q1

q2

Figure 2

Figure 2 shows a configuration of charged particles q1=+q, q2= +q, and q3= -q. The charges are separated by the distance s shown. Point B is at a distance d below charge q1 and point A is halfway between charges q1 and q2.




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If you understand, you If you understand, you knowknow ..If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..

If you talk, you ask.If you talk, you ask.If you If you askask ,, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..

If you If you findfind , you , you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..

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