maximising assessment value with rubrics

Maximising Assessment Value with Rubrics

Sustainability Task Force Capstone WorkshopApril 29, 2013Minha R. Ha

Scholarship of Teaching

• Informed and evidence-based• Documented activities and achievements• Replicable approaches• Clear reason to why we do what we do• Assessment of process and outcomes• Reflection for change and improvement• Effecting change

Rubrics – Are they worth it?

Inherent process in course development & teachingStudents are familiar with

existing assessment practices

Resource required up-

front

Provide easy overview of learning targets, support

curriculum mapping & alignment

Equip students’ self-monitoringStrengthen internal validity of

items

Student perception of

assessment can drive or hinder active, deep

learning

7 Principles of Good Teaching

• Contact between students & faculty• Reciprocity & Cooperation among peers*• Active (deep) learning*• Prompt feedback*• Time on task• High expectations (communicated)*• Diversity of talents and ways of learning*

Four Factors to Support Good Learning

• Well-structured knowledge base• Appropriate motivational context• Learner activity (inc. interaction with others)• Self-monitoring*

Challenge: Maximising the value of existing assessment techniques w/ rubrics

1: Mapping & Articulating– Purpose: Alignment (internal validity), Focus

2: Enhancing & Generating– Purpose: Fill gap, Diversify

Exercises: Mapping from existing rubric / assignment; Restructuring design journal

Goals

Quickly and easily map the items in existing assessments to current indicators of CEAB attributes

Check overall coverage and balance of indicator-item matches as appropriate to the

course

Confirm indicator-item alignment by clarifying outcome statements embedded in the rubric

Check levels of mastery, learning priorities & weights

Exercise: Design Indicators• 4.19 Process• 4.20 Principles• 4.21 Open-ended• 4.22 Creativity• 4.23 Health & Safety• 4.24 Sustainability• 4.30 Economic Principles• 4.25 Communication & Documentation• 4.26 IP• 4.27 Evaluation & Selection of Tools• 4.28 Group Work• 4.29 Standards & Acccountability• 4.31 Additional Knowledge• 4.32 Unique Solution

Exercise: Work & Ethics Indicators• 6.37 Team composition• 6.38 Time and goals• 6.39 Team effectiveness & work quality• 6.40 Leadership• 6.41 Conflict management• 6.42 Accountability• 10.59 Code & stakeholders• 10.60 Framework & reasoning• 10.61 Structural equity• 10.62 Behavioural commitment

Work Rubric (part 2)4. Leadership Support Leadership Encourages others to take lead in team functions and addressing

issues. Representation Communicates respectfully, professionally and effectively to

appropriate stakeholders on behalf of the team. Protects team integrity.

Initiative & Address Needs

Takes up the ownership to invite / prompt team responses when appropriate. Took initiative to identify the needs of the team in order to help team overcome challenges.

5. Conflict Management

Emotional Intelligence Listens actively. Manages personal emotions. Demonstrates empathy, ability to see from another person’s perspective.

Civil Confrontation Seeks clarification on issues related to conflict. Practices assertiveness. Poses thoughtful questions to challenge the work quality. Confronts behaviour or practices that undermine team’s effectiveness and work ethics.

Creative & Constructive Results

Participates actively in resolving or managing conflict to help all members involved partake in team success. Reconciles competing interests in terms of what will benefit the team and project outcome.

6. Accountability Individual Work Ethics Acts reliably. Clarifies and develops shared expectations. Ensures and promotes adequate commitment to team success from oneself and members.

Team Internal Accountability

Listens for accurate feedback on one’s own performance. Questions team performance and suggests ways to stay on target. Demonstrates transparency and inclusivity in decision making.

Accountability to External Stakeholders

Invites feedback from stakeholders. Decisions reflect consideration of the stakeholders.

Quick Links

• On assessment practice: Biggs 1999• On group projects, from setup to assessment:

Oakley et al. 2004• On learning theories & activities: Biggs 1996;

Biggs & Moore 1993• On 7 principles of good teaching:

Chickering & Gamson 1987

Next: Sustainability Indicators

• Triple Bottom Line• Metrics and Tools• Stakeholders• Ethics*• Complexity