Your assignment:. make the best cookie possible. So what would you make?. Now you will be graded…. Can you succeed in this task? What is “success” in this task? What information are you missing? Did you know that failure to get it right may cost you thousands of $?. Cookie 1.
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make the best cookie possible.
So what would you make?
Can you succeed in this task?
What is “success” in this task?
What information are you missing?
Did you know that failure to get it right may cost you thousands of $?
Allergic to chocolate? F
Going to serve it at a formal dinner? F
For three year olds in clean clothes? F
You have a lot of milk to use up? A
Your kids (or you) deserve a reward? A
You need a chocolate fix? A
The reality is that ANY of these grades could be appropriate given the lack of detail in the assignment and the failure to provide a standard.
What is perfect in some situations can be completely wrong in another.
So how are our students supposed to know what to produce in our classes?
I have to write a paper
I don’t know what it should look like, but it needs to be good
I asked the teacher and he/she said look at the syllabus
The syllabus just provides logistical details—word counts, format, etc.
Everyone knows what a good paper looks like, so why do students badger me for details?
Why don’t students follow directions?
They should know how to do this by now
Students don’t seem to understand how to communicate in their fields
A rubric outlines a set of criteria by
which student knowledge, skills, or
dispositions/values are assessed.
But isn’t that just a fancy name for a checklist?
It’s not… Rubrics define levels of achievement
What they should be
What they shouldn’t be
Connected directly to your purpose in the assignment (and, hence, the class SLOs)
An aid to guide your students toward success
Flexible and evolving
Developed along with the assignment
Arbitrary or random
Provided to students after the fact only or not at all
Rigid, forcing a specific grade, or static
Produced after the fact to fulfill assessment purposes
Determine what skills, information, or dispositions you would like to measure with an assignment. We don’t assign projects/papers just to keep them busy—we expect students to show what they can do or have learned through these projects.
Rethink your normal patterns: do the assignments that we use really teach the skills that matter? Do we grade them on these skills or other (often) unstated skills?
Determine what level of success they need to demonstrate in these skills to achieve the various scores.
oral presentation Assignment
These show up in our
Elements of the assignment:
Example: integration of appropriate visual elements (pictures/videos), spelling on slides, polish?
These become the criteria for the rubric.
Start with the extremes: define a 4 and a 1, and then fill in the middle.
Make sure that there are clear gradations between the various scores.
Does it leave out key factors that affect the grade? We need to avoid changing the rules at halftime
Can a student understand how to improve after being assessed?
Does it provide data that directly relates to the individual plos and slos, or does it lump information together? (i.e., are you lumping effective communication and content knowledge into one criterion?)
Change it as necessary—the goal of assessment is improvement, so it’s a good thing when you realize that the rubric could be better.
1. Take one of your key assignments that you will be assessing this semester and create a rubric.
2. Exchange your rubric with another program and provide input/learn from their ideas.
Use your AAC Coach throughout the process
We are here to support you throughout the assessment cycle