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Maximising Assessment Value with Rubrics
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Transcript of Maximising Assessment Value with Rubrics
Maximising Assessment Value with Rubrics
Sustainability Task Force Capstone WorkshopApril 29, 2013Minha R. Ha
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
Rubrics – Are they worth it?
Inherent process in course development & teachingStudents are familiar with
existing assessment practices
Resource required up-
front
Provide easy overview of learning targets, support
curriculum mapping & alignment
Equip students’ self-monitoringStrengthen internal validity of
items
Student perception of
assessment can drive or hinder active, deep
learning
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*
Four Factors to Support Good Learning
• Well-structured knowledge base• Appropriate motivational context• Learner activity (inc. interaction with others)• Self-monitoring*
Challenge: Maximising the 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
Goals
Quickly and easily map the items in 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 statements embedded in the rubric
Check levels of mastery, learning priorities & weights
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
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
Work Rubric (part 2)4. Leadership Support Leadership Encourages others to take lead in team functions and addressing
issues. Representation Communicates respectfully, professionally and effectively to
appropriate stakeholders on behalf of the team. Protects team integrity.
Initiative & Address Needs
Takes up the ownership to invite / prompt team responses when appropriate. Took initiative to identify the needs of the team in order to help team overcome challenges.
5. Conflict Management
Emotional Intelligence Listens actively. Manages personal emotions. Demonstrates empathy, ability to see from another person’s perspective.
Civil Confrontation Seeks clarification on issues related to conflict. Practices assertiveness. Poses thoughtful questions to challenge the work quality. Confronts behaviour or practices that undermine team’s effectiveness and work ethics.
Creative & Constructive Results
Participates actively in resolving or managing conflict to help all members involved partake in team success. Reconciles competing interests in terms of what will benefit the team and project outcome.
6. Accountability Individual Work Ethics Acts reliably. Clarifies and develops shared expectations. Ensures and promotes adequate commitment to team success from oneself and members.
Team Internal Accountability
Listens for accurate feedback on one’s own performance. Questions team performance and suggests ways to stay on target. Demonstrates transparency and inclusivity in decision making.
Accountability to External Stakeholders
Invites feedback from stakeholders. Decisions reflect consideration of the stakeholders.
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
Next: Sustainability Indicators
• Triple Bottom Line• Metrics and Tools• Stakeholders• Ethics*• Complexity