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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 1 Rubrics And Online Assessment Judi Baron Mike Keller
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 2 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 3 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 4 Structure of a Rubric CriterionExemplaryGoodPoor AccuracyAll 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.
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 5 Exemplars Annotated examples of past student work to support Rubrics ‘Insert comment’ feature of Microsoft Word Evolve over time
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 6 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.
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 7 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 8 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 9 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 10 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 11 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 12 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
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2003 Evaluations and Assessment conference 25 November 2003Copyright © 2003 The University of AdelaideSlide Number 13 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
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