Assessment and Rubrics

This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025). Questions, contact education-AT-unavco.org

ASSESSMENTS & RUBRICS

MODIFIED FROM PRESENTATIONS BY

ELLEN IVERSON (SERC) AND DAVID STEER (U OF AKRON)

The webinar begins at:10 am PT | 11 am MT | 12 pm CT | 1 pm ET

For audio, call: 1-877-668-4490(or 1-408-792-6300)

Access Code: 571 156 064Password: mar20

Press *6 to mute and unmute(but hopefully we won’t need any muting)

GOALS FOR THIS WEBINAR

By the end of the webinar you will be able to:

1. Define and use typical terminology associated with outcomes, assessments, and rubrics

2. Propose assessments for different outcomes and levels

3. Access and use the GETSI Materials Design Rubric – particularly for Guiding Principles, Goals, and Assessments

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles

2. Learning Goals and Outcomes

3. Assessment and Measurement

4. Resources and Materials

5. Instructional Strategies

6. Alignment

7. GETSI-specific Instructional Strategies

A. Grand ChallengesB. Interdisciplinary problems

(geoscience & social science tied together)

C. Nature and methods of scienceD. Authentic geodesy data and

inquiryE. [System thinking]

Must score 100% - 15/15

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACH

LEARNING GOALS AND OUTCOMES

What is required from the Materials Development Rubric?

• Learning outcomes describe measureable geoscience literacy goals

• Instructions and/or rubrics provide guidance for how students meet learning goals

• Learning outcomes and goals are appropriate for the intended use of the course/module

• Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students

• Learning outcomes and goals address the process and nature of science and development of scientific habits of mind

Must score 13/15 on this section

LEARNING OUTCOMES

Learning Outcomes are the intended results of the teaching activities

• Cognitive: What do they know?

• Affective: What do they care about?

• Behavioral: What can they do?

WRITING LEARNING OUTCOMES

• Describe conditions under which behavior is to be performed

• Use action verbs

• State Criteria

• Add the product, process or outcome

From Climate Unit: After completing this unit, students will be able to correctly distinguish between forced and unforced climate change.

LEARNING OUTCOMES

Learning Outcomes target different levels of learning

• Mastery: complex tasks likely to have varying levels of progress

• Developmental: lower level tasks required before moving on









LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles

2. Learning Goals and Outcomes

3. Assessment and Measurement

4. Resources and Materials

5. Instructional Strategies

6. Alignment

7. GETSI-specific Instructional Strategies

ASSESSMENTS AND MEASUREMENTS


• Assessments measure the learning goals

• Assessments are criterion referenced

• Assessments are consistent with course activities and resources expected

• Assessments are sequenced, varied and appropriate to the content

• Assessments address goals at successively higher cognitive levels



There are two broad categories of assessments:

• Formative: While the learning is occurring– Purpose to monitor student learning

– Immediate feedback

– Help students & faculty identify weaknesses

– Low stakes

• Summative: After learning has occurred– Purpose to evaluate learning against some benchmark

– High stakes (graded)


What are formative and summative assessment strategies that you find most effective?• FORMATIVE

• Eric – every 15 minutes stop and do exercise where students can quickly fill in and instructor can quickly see what they have or not really shows who is lost and who is bored (not graded)

• Sarah – does a lot of informal formative; move between groups to listen and ask questions; something quick interviews of each other of knowledge; drawing excellent

• Muddiest point; 1-minute paper• SUMMATIVE

• Eric – similar items are included in homework • Sarah – pretty regular problem sets that mimic what is done in class;

then move on to more complex and analytical• Sarah – likes to do project and quizzes – usually final is a project• Eric – always has too many students for projects• Projects can be hard to target – students may go off in other direction

LOOK AT SOME CURRENT GETSI EXAMPLES


What will the assessment team need?Enough assessment opportunities to conclusively

demonstrate the level of learning achieved

• Unit-level (learning outcomes)

– Both formative and summative

• Module-level (module goals)

– SUMMATIVE

– These assessments need to show what students know and are able to do as related to the broader goals











• Assessments measure the learning goals

• Assessments are criterion referenced

• Assessments are consistent with course activities and resources expected

• Assessments are sequenced, varied and appropriate to the content

• Assessments address goals at successively higher cognitive levels


WHAT ARE SCORING RUBRICS?

Scoring rubrics are descriptive scoring schemes used to evaluate effort

Two Major Types

• Holistic: set of descriptions used to assign a score to the whole

• Analytic: Set of components that are independently evaluated (sum for score)

DESIGNING RUBRICS

• Determine the most important attributes needed to evaluate the Learning Outcome

• Decide analytic or holistic

• Define levels

Success Part Way There Needs Work

GOOD RUBRICS

• Have clear criteria – Each criteria is distinct, clearly delineated and fully

appropriate for the outcome

• Have distinctive levels– Each level is distinct and progresses in a clear and logical

order

• Can be used reliably by multiple raters• Provide guidance to learners

– Rubric serves as primary reference point for discussion and guidance as well as evaluation of assignment(s)

• Support Metacognition– Rubric is regularly referenced and used to help learners

identify the skills and knowledge they are developing throughout the program

HOLISTIC EXAMPLE

Outcome: Students will demonstrate the ability to properly process and interpret data

0 1 2 3 4

Unacceptable Poor Acceptable Good/Solid Exemplary Score

Student unable to process or interpret data sets without significant

errors.

Student processes and interprets data sets with significant errors.

Student processes and interprets data sets with some errors.

Student processes and interprets data sets with only minor errors.

Student properly processes and interprets each data set.

ANALYTICAL EXAMPLE

Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles

in their curriculum

Documents

Assessment and Rubrics