Running Header: ​Assessing Outcomes Reflection and Rationale

Assessing Outcomes Reflection and Rationale

Cody Mills

University of Alberta
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Assessing Outcomes Reflection and Rationale

To design a rubric to mark an assignment or student outcomes, the instructor has to look

at the Program of Studies for what to assess. With the knowledge of the specific outcomes to be

assessed, the instructor can establish specific and clear criteria that the student knows what they

will be assessed on, and the instructor has a clear outline of criteria that every student will be

assessed on. Creating clear criteria will allow for an unbiased and clear grading procedure. It will

also allow students to know exactly what is expected of them when they complete an assignment.

In a teacher interview video from the Alberta Assessment Consortium with teachers Jackie and

Wilma, they talk about how they reworked an entire rubric that better targeted the learning

outcomes more inline with the process and learning rather than the finished product (​Assessing

What Really Matters)​. They also mention that when they changed the rubric, it also had an effect

on what and how they taught their lessons for their project. That is what I feel a good well

structured rubric should do. The rubric lays out what you are looking for, and from there the

teacher will have a clear vision for how their lessons should be taught.

A rubric is what the teacher will grade their students work on, and students will have the

rubric to guide them on what the instructor requires for quality work. When the teacher and

students have a shared understanding of the rubrics they both will have a shared vision in mind

on what the student should be learning, how they are showing their learning, and the

expectations for quality learning and work.

Collecting evidence of learning is something that is done at all times during instruction

and assessment. How teachers collect the evidence of learning is also important. Teachers can

assess of learning and assess for learning. Determining which route of assessment to use to

collect evidence will impact how teachers determine what learning is happening, or if successful
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Assessing Outcomes Reflection and Rationale

learning is happening. Intentionally deciding how to to collect evidence of learning will make the

evidence that much useful to both the teacher and student.

Feedback is a critical component for both the teacher and student to improve the students

learning. The teacher can use the feedback to gauge when learning is happening, as well as gauge

what scaffolding assignments can be done to further learning or is reteaching a previous outcome

is required. Students use the feedback to further their learning. When the student knows where

and how they can improve, as well as what they did well, it makes their learning that much more

meaningful and powerful. Feedback can come from many different sources: teachers, peers, and

self. According to the research presented in the animated short from AITSL, effective feedback

promotes a students ability to self regulate their learning, while assisting the teacher in helping

the teacher understand where they have to differentiate and adapt their teaching methods.

Building a meaningful rubric and being open with the students can make their learning

more powerful and lasting. When both parties know what is expected, it makes it that much

easier for students to meet the requirements set forth by the teacher. Knowing how to craft

rubrics and marking guides is an essential skill that teachers and instructors should know.

Rubrics can help dictate what and how material is presented in class, and what order material is

taught. The diagnostic assessment models set forth by Hattie & Timperley and Black & Wiliam

focus in three questions. Where is the learner going? Where is the learner right now? (AITSL).

How will the learner get there? I feel are the best place to start when beginning any pre planning

for the school year, and throughout. As the year goes on the students needs and development

become clearer to the teacher, and as such the instructional methods and pacing will evolve with

the evidence gathered.

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Assessing Outcomes Reflection and Rationale

Resources

AITSL (Director). (2017, April 18). ​Effective Feedback Animation​[Video file]. Retrieved March

1, 2018, from https://www.youtube.com/watch?v=LjCzbSLyIwI&app=desktop

Assessing What Really Matters​[Video file]. (n.d.). Retrieved March 1, 2018, from

https://aac.ab.ca/video/assessing-what-really-matters/

Building Better Rubrics Module 1:

Rubric Purposes and Design ​[PPT]. (n.d.). Alberta Assessment Consortium.

Scaffolding for Student Success Module 4:

Five Steps to Successful Scaffolding [PPT]. (n.d.). Alberta Assessment Consortium.

Setting Clear Targets for Students​[Video file]. (n.d.). Retrieved March 1, 2018, from

https://aac.ab.ca/video/setting-clear-targets-for-students/

William, D. (n.d.). ​Assessment for Learning Beyond the Black Box​. Retrieved March 1, 2018,

from ​https://www.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-Beyond-the-Black-Box.pdf