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Transcript of 2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of...
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 1
2003 Evaluations and Assessment conference
Rubrics And Online Assessment
Judi BaronMike Keller
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 2
2003 Evaluations and Assessment conference
Rubrics Defined
A rubric is an authoritative rule – an explanation or introductory commentary. As applied to assessment of student work, a rubric reveals the scoring ‘rules’. It explains to students the criteria against which their work will be judged.
More importantly it makes public key criteria that students can use in developing, revising and judging their own work.
Huba M & Freed J (2000) Learner-Centered Assessment on College Campuses, Allyn & Bacon
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 3
2003 Evaluations and Assessment conference
Rubrics to promote learning
Rubrics give genuine feedback to students by revealing :– assessment criteria and standards that enable self
assessment– the consequences of remaining at their current
level of skill or knowledge– information about how to improve, if needed
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 4
2003 Evaluations and Assessment conference
Structure of a Rubric
Criterion Exemplary Good Poor
Accuracy All information is accurately reported using appropriate terminology so the information is reliable.
The information is accurate, but imprecise language could lead a reader to misinterpret aspects of the text
Although the gist of the information is correct, there are problems with the interpretation of it. A reader can be misled by the text.
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 5
2003 Evaluations and Assessment conference
Exemplars
Annotated examples of past student work to support Rubrics
‘Insert comment’ feature of Microsoft Word Evolve over time
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 6
2003 Evaluations and Assessment conference
Promote Learning Through Assessment
Within higher education generally, few courses make use of online discussion boards.
Collaborative and interactive activities in online discussions can integrate learning and assessment.
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 7
2003 Evaluations and Assessment conference
Case Study – Insect Behaviour
RUBRICS AND EXEMPLARS: a solution to a need for a quick and informative marking scheme for an assignment which incorporated group online discussions?
AIM: to promote skills in critical thinking, literature research & written communications
PILOT: small class
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 8
2003 Evaluations and Assessment conference
Structure – Week 1
Face-to-face information session Discussion topics numbered and chosen by drawing a
random number Handout: topic title, brief description of background,
statement of problem, two key references Face-to-face group workshop Recorder posted summary of initial workshop to online
group discussion board
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 9
2003 Evaluations and Assessment conference
Structure – Next 3 Weeks
Group online discussion over next 3 weeks Expectations: minimum of one contribution each per
week Conclusion: Face-to-face workshop to discuss topic,
identified gaps and consolidate discussions Each student wrote a one-page report and submitted via
email All reports posted online
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 10
2003 Evaluations and Assessment conference
Support for students
Instructions and topic descriptions online prior to initial workshop
“How to Get Higher Marks” tips Instructional Rubrics Exemplars – annotated examples of previous student
work
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 11
2003 Evaluations and Assessment conference
Feedback to students
Standard mark sheet and annotated version of contribution
Minimum amount of time spent in completing a mark sheet
Significant increase in marks during the 3-week course of discussion
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 12
2003 Evaluations and Assessment conference
Student Evaluation
Anonymous online survey >75% positive impression of online discussion, clear
instructions and expectations 88% of students consulted online Tips Only 38% considered rubrics & exemplars assisted them to
prepare and assess their contributions before submission 88% satisfied with feedback on work Only 38% thought rubrics helped them to interpret their
marks
25 November 2003 Copyright © 2003 The University of Adelaide Slide Number 13
2003 Evaluations and Assessment conference
Reflections
Rubrics & exemplars worthwhile part of instruction and marking
Writing rubrics was challenging Support materials substantial and appreciated by
students Rubrics may be improved by simplification Involve students in development of rubrics using
exemplars