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Learn why and how to use rubrics in classroom assessment, design criteria, involve students, and evaluate learning outcomes. Explore different grading methods, testing issues, and assessment types.
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Classroom Assessment (1) EDU 330: Educational Psychology Daniel Moos
Rubrics… • With a neighbor/neighbors discuss (based on reading): • What is a rubric? • Why use a rubric? • What characteristics define effective rubrics? • What do you think a teachers needs to think about when designing a rubric? • Questions about designing a rubric?
Classroom Assessment: Creating Rubrics • A rubric is: • A public declaration of expectations • A communication tool • A self-assessment tool for learners • A gauge for examining performance • Articulates gradations of quality for each criterion, from excellent to poor
Constructing a Rubric (1): • Identify goals and specific skills you want student to develop • What are the learning outcomes? • Determine the levels of performance • Are there levels of performance specific to each criteria? • “Backward design” (important that learning activities, learning goals, and assessment all align) • Share the rubric with your students • Students should have an opportunity to see, discuss, or even design the rubric prior to the performance, project, activity, assignment, etc.
An even number of standards of excellence Clear essential criteria Realistic number of criteria Explicit, observable indicators If points… clear to students upfront Deliberate sequence of criteria High interjudge reliability Tested out with students What makes a quality RUBRIC?
Rubric Activity • With a partner or partners: (1) Select a student assignment you would like to evaluate. Here are some suggestions (does not have to be academic): • Students must create and bake a pizza • Students must… (2) Follow the steps of creating a rubric…
Why Should We Assess Student Learning? • Classroom assessment involves two major types of activities: • Collecting information about how much knowledge and skill students have learned/acquired (measurement) Making judgments about the adequacy or acceptability of each student’s level of learning (evaluation)
Why Should We Assess Student Learning? continued • Summative evaluation To provide a summary judgment of student performance over time and different tasks • Formative evaluation To monitor student progress for remedial or supplementary instruction • Diagnosis To diagnose specific strengths and weakness in an individual’s learning • Effects on learning • To motivate further learning • Feedback
Ways to Evaluate Student Learning • Strengths and Weaknesses of Norm-Referenced Grading Strengths – System is useful for evaluating advanced levels of learning – System is useful for selecting students for limited enrollment programs Weaknesses – There are few situations in which the typical school teacher can appropriately use it
Ways to Evaluate Student Learning • Strengths and Weaknesses of Criterion-Referenced Grading Strengths – Provides more specific and useful information about student strengths and weaknesses – Promotes the motivation to learn because it holds out the promise that all students can master most of a teacher’s objectives Weaknesses – Performance standards are arbitrary andmay be difficult to justify – Standards may fluctuate as a result ofunnoticed variation
Selected-Response Tests Short-Answer Tests Essay Tests Characteristics Objective; Choose among alternatives; Assess foundational knowledge Objective; Ask to supply info from memory; Assess foundational knowledge Ask to discuss one or more related ideas according to certain criteria Advantages Efficiency Relatively easy to write; Allow for breadth Assess higher-level abilities Disadvantages Focus on verbatim memorization Recognition v. Recall Focus on verbatim memorization? Lack of consistency of grading How Can We Assess Student Learning?
Classroom Assessment: Testing Issues • Teachers’ test items commonly include many technical errors, such misleading information. • Teachers rarely analyze their items after having given them, and they rarely exam validity. • Teachers reuse items without revision. • Teachers state that higher-order objectives are important, but items are rarely written above the knowledge recall level. • Very few teachers use the essay format in areas other than English. • The short-answer format is most common.
