1. Brenda Moore, Georgia Perimeter College

2. Identify Student Learning Goals Design Course / Curriculum to Meet Goals Provide Learning Opportunities Assess Student Learning to Identify Revisions to Courses or Curriculum Use Assessment Results to Revise Goals, Teaching Methodologies, or Curriculum

3. Promote Engagement RequireInvolve Replicate real life EnableEncourageAllow

4. Checklist Rating Scales Rubrics

5.  Usefulness:  Observing Performance ▪ Short presentations ▪ Class/group discussion ▪ On-line Chats  Defining a elements of a simple task/assignment  Tracking student progress overtime  Combination with Rubrics or Rating Scales

6.  Identify Specific Tasks  Interview a friend who of the same gender and similar age, who is sexually active  Explain which contraceptive devices the friend uses and rationale for use  Describe the friends’ sense of responsibility regarding spread of disease and unwanted pregnancies.  Discuss if/how the friend communicates with his/her partner regarding use of contraception.

8.  Presentation is 2-3 minutes in length  Limited use notes/slides as talking points and does not read from aids  Speaks clearly, with appropriate volume  Asks for and answers questions as posed by audience

9. Presentation CriteriaYesNo Presentation is 2-3 minutes in length Limited use notes/slides as talking points and does not read from aids Speaks clearly, with appropriate volume Asks for and answers questions as posed by audience

10. Class/Group/ On-line Volunteers Includes relevant class concepts Asks questions Shows respect Students can take ownership by assisting with the creation of these criteria

11.  Ease of use and construction  Close alignment with task  Help you and students identify specific criteria for their tasks and performance.  Do not assess the relative quality of a student's performance

12. Checklist Rating Scales Rubrics

14.  Makes grading more consistent and fair  Saves time in the grading process  Define student strengths/weaknesses and level of understanding  Clearly communicates to students expectations and criteria for grading

15. INCLUSIONS:  Clear expectations regarding outcomes, and objectives  Identify what that will be graded  For each factor construct a 1-10 point scale USEFULNESS  Provide judgment about quality and or qualifiers Using a scale of 1-10 makes the scoring easier and is in keeping with common notions about better performance and higher scores.

16.  5-10 Slides  Select one of the nutritional topics (Healthy Weight, Healthy Eating Plate, Staying Active Preventing Diabetes, What Should I Eat, or Salt and Sodium) highlighted on the Harvard Nutrition Website.  Presentation should be: factual, creative, innovative, appropriate for college audience  Focus on quick messages and visual appeal

23.  How often does the student participate in class discussion?  How often does student’s input and participation add dimension and value to class discussion? Rarely 1/2Seldom3/4Sometimes 5/6Usually 7/8Always 9/10 l l l l l

24.  Organization: 1/23/45/67/89/10 Not organizedSomewhat Organized Extremely Organized

25. Checklist Rating Scales Rubrics

26. Assessment Rubrics Focus on meeting defined objectives Use range to rate performance Contain specific characteristics defining levels of achievement

27.  Holistic – quick look at body of work (first impression)  Analytic – specific multidimensional feedback  General – used for a variety of situations  Task specific – one use

28. ENHANCE TEACHING/ LEARNING ADVANTAGES  Clear expectations – improved performance  Students assess their own work  Creates Clarity  Saves time  Feedback for teachers and students

29. RubricsYesNo Provide clear,detailed expectations for both student and instructor Allow for qualitative and quantitative assessment Easy to grade and justify grading Allow for assessment of multiple criteria Utilized to compare student work(s) and reflect progress

30. Step 1 Determine Criteria Use 3-5 to make it manageable Step 2 Determine Performance Levels Use Rating scales or Elements of Mastery Step 3 Define expectations Begin with the best and work backwards

31.  Inclusions - Criteria  3-4 minute presentation (sales pitch)  Defined audience for advertising (teen, young married couple, parent helping child with options, Couple with family in place)  Use creative language, pictures, strategies  Benefits/strengths of product highlighted and disclaimer mentioned  References (2-3) included in presentation.

32. Criteria4-5 points2-3 points0-1 points Facts/statistics Grade: Six or more facts and/or statistics are used to support product use Three to four facts and/or statistics are used to support product use Few if any facts/or statistics are used to support product use Benefits Strengths Grade: 4-5 Benefits and strengths are noted and emphasized Two or Three Benefits and strengths are noted and emphasized Little clear mention of benefits and strengths Audience/ Customer Grade Presentation is designed to appeal to a well defined audience which is mentioned and repeated Presentation has some appeal and mention of audience/age, but lacks clear connection Appeal/mention to audience/age is limited or not present Creative sales marketing Grade At least five Creative ideas, pictures or strategies are utilized to convey messages Presentation is somewhat creative and has appeal but with four creative inclusions Presentation is lacking creativity and appeal Timing Grade Presentation is timed appropriately 3-4 minutes Presentation is too long or two short ( over 1-2 minutes) References Grade 2-3 Credible References are noted 1-2 Credible References are noted Most references are not credible

33. Criteria DeliciousGoodNeeds ImprovementPoor Number of Chips Chocolate chip in every bite Chips in about 75% of bites Chocolate in 50% of bitesToo few or too many chips TextureChewy Chewy in middle, crisp on edges Texture either crispy/crunchy or 50% uncooked Texture resembles a dog biscuit ColorGolden brown Either light from overcooking or light from being 25% raw Either dark brown from overcooking or light from undercooking Burned TasteHome-baked taste Quality store-bought taste Tasteless Store-bought flavor, preservative aftertaste – stale, hard, chalky Richness Rich, creamy, high-fat flavor Medium fat contentsLow-fat contentsNonfat contents

34.  Include a space for your grade on the rubric  Give a copy to students in advance  Require students to attach rubric to their completed assignment  Highlight achieved level for each criteria  Make comments on the rubric

35.  Greater student retention  Greater student engagement and enthusiasm  Greater student cooperation  Greater utilization of critical thinking skills a much needed area of improvement  Greater recognition of student understanding and need for content clarification

36.  All have a place in authentic assessments of student learning  Can be modified and/or created to assess a variety of student performances  Clearly answer the student question(s)  What am I suppose to do?  How am I suppose to do it?  How will I be graded? Checklist Rating Scales Rubrics