WorkshopApril 14, 2010

Why are you here?

Why are we here?

Five Minute Universityhttp://www.youtube.com/watch?v=DRBW8eJ

GTVs

Questions?

A direction or protocol or explanatory comment

A model for guiding assessmentA guideline for standardizing grading by

assistantsA structure for evaluating the outcome

of a process

What is a rubric?A rubric is scholarship. The creation of a rubric is as valid an

academic work as a paper, an experiment or a presentation at a conference.

A rubric is a compact expression of possible levels of success of an academic enterprise.

Format for a rubric1. State an outcome or goal ‘Students completing this program can do x,

will exhibit knowledge of y, and will value z.’2. State the characteristics or components of

the outcome or goal3. State the performance levels for each

component.

Outcome or learning goal is the title.

Rows are the components of the outcome or learning goal.

Columns are the performance levels.

The outcome or learning goal should be stated as something a student knows, values, or is able to do.

The performance levels can be stated very simply; Poor, Fair, Good.

The components can be the simple characteristics of the outcome or learning goal.

Statement of the outcome or learning goal

The cells of the rubric can be filled with illustrations or descriptions of the situation described by the row and column intersection.

This can be seen in the next simple rubric, taken from the NJ State Math curriculum, for the learning goal ‘Solving a math problem’.

Learning Goal: Solving a math problem (New Jersey Mathematics Curriculum Framework © Copyright 1996 New Jersey Mathematics Coalition) 

The next slide shows a simple rubric for evaluating the performance of a masters level student on the programs qualifying exams.

It is taken from the rubric used at the University of Texas in Physics and Astronomy.

There’s no illustrations or descriptions in the cells, since it is assumed the faculty reviewing the student’s performance understands what belongs there.

The American Association of College and Universities have developed a detailed set of rubrics for a variety of learning goals that they believe can be used across a number of institutions.

The rubric on the next slide was built to evaluate the progress of students towards the learning goal of ethical reasoning.

The descriptions in the cells of the rubric are complex and detailed.

American Association of Medical Colleges and the Howard Hughes Medical Institute -

Scientific Foundations for Future Physicians Report

Competency E5 (learning goal)

Demonstrate knowledge of how biomolecules contribute to the structure and function of cells.Identify the major macromolecules (proteins, nucleic

acids, carbohydrates, and lipids) and explain the way in which their structure affects their properties.

Explain how hydrophobicity and hydrophilicity drive molecular association and contribute to both specificity and affinity

Explain how protein, nucleic acid, carbohydrate, and lipid degradation and recycling are essential to normal cell function

Competency E5 (learning goal)Demonstrate knowledge of how biomolecules

contribute to structure and function of cells.

  poor fair good great

macromolecules       

         molecular

associations       

         

metabolism       

Building a RubricWhat learning goal?

(choose one)Program?Course?Assignment?

Building a RubricWhat major components, three to five, that

are important for you to judge the quality of the assignment? (rows)

Building a Rubric (1st activity)What levels of performance do you want to

describe ( three? five? )

Build Your Own RubricWhat learning goal?

(program, course, assignment)What major components, three to five, that

are important for you to judge the quality of the assignment? (rows)

What levels of performance do you want to describe (columns) (three? five?)

Groups report resultsGallery Walk for report - big sticky sheets

Examine posted rubrics - walk around,

Luncheon

Each group report

Using the Rubric for Assessment

Have material, team (3-5) to read materials and complete report on set of student work product -

Read material

Complete rubric

Compile results

Compiling resultsEach evaluator rates work according to

rubricMany methods to compile results

Consensus of evaluatorsUse point systemMinority/Majority views

Present assessment reportTo Course assessment review committeeTo Departmental assessment committee

Assessment reportUsing points

Consensus

Majority/Minority

Assessment reportUsing points

Report states the average score and the distribution of scores

Scores are compared to previous assessments to see if there is a change

Using points - example

Assessment reportConsensus

Chair of committee writes reportSense of discussion transmitted

Using Consensus - example

Assessment reportMajority/Minority

Opinions reportedSense of discussion transmitted

Majority/Minority OpinionsIssues with inter-rater variability

Assessment reportUsing points

Report states the average score and the distribution of scores

Scores are compared to previous assessments to see if there is a change

ConsensusChair of committee writes reportSense of discussion transmitted

Majority/MinorityOpinions reportedSense of discussion transmitted

Guidelines - your assessment report

State the goal that was assessedExplain method of assessment , i.e. rubric

with pointsPresent results

short narrativenumber of works assessed, met or exceeded

expectationsData, if any

Follow up activities – Examine assessment toolsConsider evidence to be collected

Review Pre/post test Common exam questions Distribution of student work in rubric

Student Learning?

I TAUGHT STRIPE HOW TO WHISTLE

I DON’T HEAR HIM WHISTLING

I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT

From Checking for Understanding, King Features Syndicate.

Why we use assessment…..