Student learning outcomes assessing student performance checklist rating scales and rubrics
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Student Learning Outcomes - Assessing Student Performance - Checklist, Rating Scales, and Rubrics. Brenda Moore, Georgia Perimeter College. From Learning Goals to Outcomes. Providing Authentic Assessments. Simplicity of a Checklist. Usefulness: Observing Performance Short presentations

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Student learning outcomes assessing student performance checklist rating scales and rubrics

Student Learning Outcomes- Assessing Student Performance- Checklist, Rating Scales, and Rubrics

Brenda Moore, Georgia Perimeter College

From learning goals to outcomes

From Learning Goals to Outcomes

Providing authentic assessments

Providing Authentic Assessments

Simplicity of a checklist

Simplicity of a Checklist

  • 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

Selecting interview criteria

Selecting Interview Criteria

  • 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.

Interview checklist yes no

Interview Checklist (yes/no)

Defining performance

Defining Performance

  • 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

Checklist yes no

Checklist (yes/no)

Class group on line


Students can take ownership by assisting with the creation of these criteria


Includes relevant class concepts

Asks questions

Shows respect

Advantages limitations


  • 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

Rating scales added dimension

Rating Scales=Added Dimension

Advantages of using rating scales

Advantages of using rating scales?

  • 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

Rating scales

Rating Scales



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.

  • Clear expectations regarding outcomes, and objectives

  • Identify what that will be graded

  • For each factor construct a 1-10 point scale

Student presentation expectations criteria for grading

Student Presentation – Expectations/Criteria for Grading

  • 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

Student presentation six slides

Student Presentation – Six Slides

Quick message visual appeal

Quick Message/Visual Appeal

Factual creative appealing


Consistent images with factual messages is an innovative approach

Consistent Images with Factual Messages is an innovative approach

Last message has visual appeal

Last Message has visual appeal

References provided

References Provided

Participation in discussion

Participation in Discussion

  • How often does the student

    participate in class discussion?

  • How often does student’s input and participation add dimension and value to class discussion?

Student report

Student Report

  • Organization:

Assessment rubrics

Assessment Rubrics

Focus on meeting defined


Use range to rate


Contain specific

characteristics defining levels

of achievement

Rubrics types

Rubrics - Types

  • Holistic – quick look at body of work (first impression)

  • Analytic – specific multidimensional feedback

  • General – used for a variety of situations

  • Task specific – one use

Why rubrics

Why Rubrics?

Enhance Teaching/ Learning


Clear expectations – improved performance

Students assess their own work

Creates Clarity

Saves time

Feedback for teachers and students

Why rubrics checklist

Why Rubrics: Checklist

Creating rubrics

Creating Rubrics

Assignment create contraceptive advertisement

Assignment:Create Contraceptive Advertisement

  • 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.

Marketing sales pitch grade

Marketing/Sales Pitch ( ) grade

Specific and fun

Specific and Fun

Tips for use

Tips for Use

  • 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

Outcomes that matter

Outcomes That Matter

  • 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



  • Rubrics


  • Rating Scales

  • 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?

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