First, they set out to define the essential learning outcomes that faculty, employers and accreditors saw as important.
The faculty worked together to write rubrics (called
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They went through norming sessions where each person would score a piece of student work using the rubric, and they’d come together to make sure people were assigning a similar grade.
body of evidence
Rubric for Diigo Lesson - 89 views
Self-Assessment Inspires Learning | Edutopia - 13 views
There are a lot of posts on the internet about how to convert rubric scores to a percentage or to a letter grade. Most of them are wrong. The short answer for how to do this is: use your professional judgement when you make up the grading table that goes with the rubric.
Almost nothing can be broken down into a list of parts that, when properly assembled and in the right balance, create a perfect whole.
if we want to measure effectiveness of something, it should be measured against its goal
that’s the direction any rubric should go — toward the user’s perspective, not evaluated from an internal perspective
Criteria for a Meaningful Classroom Assessment
To address these requirements, I ask myself the following guided questions:
- Does the assessment involve project-based learning?
- Does it allow for student choice of topics?
- Is it inquiry based?
- Does it ask that students use some level of internet literacy to find their answers?
- Does it involve independent problem solving?
- Does it incorporate the 4Cs?
- Do the students need to communicate their knowledge via writing in some way?
- Does the final draft or project require other modalities in its presentation? (visual, oral, data, etc...)
So how can high-stakes assessments be meaningful to students? For one thing, high-stakes tests shouldn't be so high-stakes. It's inauthentic. They should and still can be a mere snapshot of ability. Additionally, those occasional assessments need to take a back seat to the real learning and achievement going on in every day assessments observed by the teacher.
The key here, however, is to assess everyday. Not in boring, multiple-choice daily quizzes, but in informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time.
But frankly, any assessment that sounds cool can still be made meaningless. It's how the students interact with the test that makes it meaningful. Remember the 4 Cs and ask this: does the assessment allow for:
Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described?
Collaboration Have they spent some time working with others to formulate their thoughts, brainstorm, or seek feedback from peers?
Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving?
Communication Does the assessment emphasize the need to communicate the content well? Is there writing involved as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?
Another way to ensure that an assessment is meaningful, of course, is to simply ask the students what they thought. Design a survey after each major unit or assessment. Or, better yet, if you want to encourage students to really focus on the requirements on a rubric, add a row that's only for them to fill out for you. That way, the rubric's feedback is more of a give-and-take, and you get feedback on the assessment's level of meaningfulness as soon as possible.
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Download the example (left) of a quick rubric I designed for a general writing assessment. I included a row that the participants could fill out that actually gave me quick feedback on how meaningful or helpful they believed the assessment was towards their own learning.