Assessment for learning by design:

Rubrics and assessment Part 2

A conversation starter

What happens when it goes wrong.

A personal story
 What I want to do?

• Show you a bog standard approach

• Identify the difficulties / confusion through
examples
• Introduce a better idea
• Leave here with something solid
 Step 1: of writing rubrics

What is the BIG idea of your assessment

piece?

Think ..1 minute…..crystal clarity

Explain to the person next to you

Re think and write it down……..5 mins

 What a rubric needs to do….
Separate standards of work

Communicate standards of work

 What a rubric should be….
Powerful teaching and learning tool that focuses students in on what is
REALLY important

If you wrote a rubric well you could give it to students INSTEAD of the
assessment and ask them what the assessment would be and what was
important

Attempt to create a shared understanding

Higher achieving students and

Less awkward conversations …“why did I get this?”

 Education literature needs you to be
critical

Everything is best practice but they use

different language and nothing seems
consistent

Bog standard example

 Geoff Scott OLT fellowship

Where does you course fit in the program?

Alignment but that is not enough

Quality assurance needs to be seen in the rubric

http://flipcurric.edu.au/
What does this mean?
Essay as an example

Criteria Rather than

Demonstrate an awareness of Introduction
ethical, health and safety, and
regulatory issues appropriate
to the laboratory(ies) in which
they have completed their
clinical practice

Discuss the role of information Analysis..

storage, retrieval and
processing in laboratory
operations
Step 2: what are the objectives that relate to
your assessment?

….do these ‘fit with your “big” purpose

Or is there a problem?
Step 3: What type of rubric?
Analytic or Holistic: http://pareonline.net/getvn.asp?v=7&n=25

Examples: go through Reflective, holistic , Flinders rubric

Example, I am confused rubric university approved rubric

Grading…points
Purpose
Does it make sense ?
Step 4: P1..what is it

…..look to that verb,

All yours…………………..
 Alignment:
What are the course objectives that relate to this
assessment ?

3 parts verb, object and standard Does your big idea connect with these
learning objectives?
Or Verb …noun..

Are your course objectives the right

objectives?

Is there an agreement about what the

learning objectives mean?

Biggs, J. & Tang, C. (3rd Ed) (2007) .

Teaching for Quality Learning at
University. Maidenhead: Open
University Press/McGraw Hill.
Blooms vs Anderson’s cognitive
taxonomies
 These don’t work

Understand and appreciate: not verbs for

objectives
Where an assessment based on group work
exceeds 30% of the total marks available for a
course, individual contributions will also be
Why not, because you can’t see appreciation,
assessed

you can’t see understanding

Must be observable verbs

 Alignment
Intended Learning Outcomes (ILOs)
expressed as verbs students have to enact
Think about concrete and visible Assessment Tasks

starting point Format: How the

verbs are to be
3 parts verb, object and standard
demonstrated:
relevance and
Are these still the ‘right’ objectives?
context
Is there an agreement about what the ILOs
mean?

What is competence for this group of Criteria: How you

students? will know:
measurement and
Or What is a P1? learning

Each course objective MUST be assessed…It

cannot be claimed without evidence

Biggs, J. & Tang, C. (3rd Ed) (2007) .

Teaching for Quality Learning at
University. Maidenhead: Open
University Press/McGraw Hill.
 Alignment
Intended Learning Outcomes (ILOs)
Teaching / Learning
expressed as verbs students have to enact Activities
Assessment Tasks
starting point
Designed to support
3 parts verb, object and standard Format: How the the assessment
verbs are to be
Are these still the ‘right’ objectives? demonstrated:
relevance and Large class activities
Is there an agreement about what the ILOs context
Small class activities
mean?

What is competence for this group of Teacher-managed

students? Criteria: How you Peer-managed
will know:
Or What is a P1? measurement and Self-managed
learning
Classroom-based
Outside classroom
as best suits context
Biggs, J. & Tang, C. (3rd Ed) (2007) .
Teaching for Quality Learning at
University. Maidenhead: Open
University Press/McGraw Hill.