Group items tagged

Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.” For example, “sentence structure follows current conventions” would be better than “sentence structure is good.”

Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”

Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”

Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”

The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all

Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (qtd. in Skillings and Ferrell).

I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.

Look at some actual examples of student work to see if you have omitted any important dimensions.

we need a meta-rubric to assess our rubric

Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.

he criteria must be made clear to them

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

from students is not only unfair and makes self-assessment more difficult,

Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.

“Meaningfully” here means both consistently and accurately

if they are shared with students prior to the completion of any given assignment.

others worry that doing so will encourage formulaic writing

Feedback

rubrics can be either “general” or “specific

Pilot test your rubric or checklist on actual samples of student work

First, you must decide whether you need a rubric. Consider what the purpose of assessment is.

The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.

Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment. Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.

assess outcomes in learning situations that require critical thinking and are multidimensional.

“on what students have actually learned rather than what they have been taught,”

contends that we ought to illicit student input when constructing rubrics:

According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”

According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”

According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”

, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’”

Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?

Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.

elp students develop that all-important ability of looking objectively at their work and then making changes that improve its quality

Students individually assess each other's contribution using a predetermined list of criteria.

• Focuses on the development of student’s judgment skills.

2) When assignments are low stakes

When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally. Before this class their self-assessment efforts were “relatively mindless.”

Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.

Goal setting Guided practice with assessment tools Portfolios

t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline

Rees admitted the guidelines were clearly outlined as to how to grade, and that the grades he received were accurate, yet it was the quality of comments that he felt was lacking,

When learners are mature, self-directed and motivated.

Grading is based on a predetermined process,

• Students will have a tendency to award everyone the same mark.

This also highlights the need to fully prepare and equip students for their own assessment and for the assessment of others.

• Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.

• Additional briefing time can increase a lecturer’s workload

“The difference between self-assessment and giving the teacher what he or she wants was a recurring theme

They also recommend that teachers share expectations for assignments and define quality.

There are ways of framing and then using self-assessment

The instructor must explain expectations clearly to them before they begin.

Portfolios

• Encourages students to reflect on their role and contribution to the process of the group work

“Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation.

There are many options still to be explored. Time will tell.

critically review their own work with an eye for improvement.

identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.

I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy. I wonder if the concept of peer evaluation is exclusive to higher education institutions in the USA? In considering the 

Though, my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation. I do 

A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.

• Students feel ill equipped to undertake the assessment. Preparing students for self or peer assessment

hange to one of facilitator.

the ability to self-assess skills and completed work is important.

Encourages student involvement and responsibility.

As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.

Rather than assessing whether the student learned from the assignment or not, this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.

‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component

Yet there are times when it won’t work, this is where I agree with Professor Rees, the situations where students do need detailed and constructive feedback from an instructor, or mentor that is qualified.

t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.

It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.

Students can also benefit from using rubrics or checklists to guide their assessments

For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive

For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor.

Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment

Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas

I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper. Personally, I use a large whiteboard in my office to sketch out my ideas (when I was at Apple, I had one entire wall turned into a whiteboard!).

When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?” Really ask yourself the tough questions throughout the planning process.

Ten slides.

Twenty minutes

Thirty-point font