This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025). Questions, contact education-AT-unavco.org

ASSESSMENTS & RUBRICS MODIFIED FROM PRESENTATIONS BY

ELLEN IVERSON (SERC) AND DAVID STEER (U OF AKRON)

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment7. GETSI-specific Instructional Strategies

A. Grand ChallengesB. Interdisciplinary problems

(geoscience & social science tied together)

C. Nature and methods of scienceD. Authentic geodesy data and

inquiryE. [System thinking]

Must score 100% - 12/12

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACH

LEARNING GOALS AND OUTCOMESWhat is required from the Materials Development

Rubric?• Learning outcomes describe measureable geoscience literacy

goals• Instructions and/or rubrics provide guidance for how students

meet learning goals• Learning outcomes and goals are appropriate for the intended use

of the course/module• Learning outcomes and goals are clearly stated for each module in

language suitable for the level of the students• Learning outcomes and goals address the process and nature of

science and development of scientific habits of mindMust score 13/15 on this section

LEARNING OUTCOMES

Learning Outcomes are the intended results of the teaching activities

• Cognitive: What do they know?• Affective: What do they care about?• Behavioral: What can they do?

WRITING LEARNING OUTCOMES

• Describe conditions under which behavior is to be performed

• Use action verbs• State Criteria• Add the product, process or outcome

From Climate Unit: After completing this unit, students will be able to correctly distinguish between forced and unforced climate change.

LEARNING OUTCOMES

Learning Outcomes target different levels of learning

• Mastery: complex tasks likely to have varying levels of progress

• Developmental: lower level tasks required before moving on

LEARNING GOALS AND OUTCOMES

What is required from the Materials Development Rubric?

• Learning outcomes describe measureable geoscience literacy goals

• Instructions and/or rubrics provide guidance for how students meet learning goals

• Learning outcomes and goals are appropriate for the intended use of the course/module

• Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students

• Learning outcomes and goals address the process and nature of science and development of scientific habits of mindMust score 13/15 on this section

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment

ASSESSMENTS AND MEASUREMENTS

What is required from the Materials Development Rubric?

• Assessments measure the learning goals• Assessments are criterion referenced• Assessments are consistent with course activities and

resources expected• Assessments are sequenced, varied and appropriate

to the content• Assessments address goals at successively higher

cognitive levelsMust score 13/15 on this section

ASSESSMENTS AND MEASUREMENTS

There are two broad categories of assessments:

• Formative: While the learning is occurring– Purpose to monitor student learning– Immediate feedback– Help students & faculty identify weaknesses– Low stakes

• Summative: After learning has occurred– Purpose to evaluate learning against some benchmark– High stakes (graded)

ASSESSMENTS AND MEASUREMENTSWhat are formative and summative assessment strategies that you find most effective?• FORMATIVE

• SUMMATIVE

LOOK AT SOME CURRENT GETSI EXAMPLES

ASSESSMENTS AND MEASUREMENTS

What will the assessment team need?Enough assessment opportunities to conclusively

demonstrate the level of learning achieved• Unit-level (learning outcomes)

– Both formative and summative• Module-level (module goals)

– SUMMATIVE– These assessments need to show what students know

and are able to do as related to the broader goals

LEARNING GOALS AND OUTCOMES

What is required from the Materials Development Rubric?

• Learning outcomes describe measureable geoscience literacy goals

• Instructions and/or rubrics provide guidance for how students meet learning goals

• Learning outcomes and goals are appropriate for the intended use of the course/module

• Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students

• Learning outcomes and goals address the process and nature of science and development of scientific habits of mindMust score 13/15 on this section

ASSESSMENTS AND MEASUREMENTS

What is required from the Materials Development Rubric?

• Assessments measure the learning goals• Assessments are criterion referenced• Assessments are consistent with course activities and

resources expected• Assessments are sequenced, varied and appropriate

to the content• Assessments address goals at successively higher

cognitive levelsMust score 13/15 on this section

= rubrics

WHAT ARE SCORING RUBRICS?

Scoring rubrics are descriptive scoring schemes used to evaluate effort Two Major Types• Holistic: set of descriptions used to assign a

score to the whole• Analytic: Set of components that are

independently evaluated (sum for score)

DESIGNING RUBRICS

• Determine the most important attributes needed to evaluate the Learning Outcome

• Decide analytic or holistic• Define levels

Success Part Way There Needs Work

GOOD RUBRICS• Have clear criteria

– Each criteria is distinct, clearly delineated and fully appropriate for the outcome

• Have distinctive levels– Each level is distinct and progresses in a clear and logical order

• Can be used reliably by multiple raters• Provide guidance to learners

– Rubric serves as primary reference point for discussion and guidance as well as evaluation of assignment(s)

• Support Metacognition– Rubric is regularly referenced and used to help learners identify

the skills and knowledge they are developing throughout the program

HOLISTIC EXAMPLE

Outcome: Students will demonstrate the ability to properly process and interpret data

0 1 2 3 4

Unacceptable Poor Acceptable Good/Solid Exemplary Score

Student unable to process or interpret data sets without significant

errors.

Student processes and interprets data sets with significant errors.

Student processes and interprets data sets with some errors.

Student processes and interprets data sets with only minor errors.

Student properly processes and interprets each data set.

ANALYTICAL EXAMPLE

Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles

in their curriculum