building your assessments to meet course objectives -detc
TRANSCRIPT
Building Assessments to Meet Course Objectives
Standards
Authentic Tasks
Criteria
Rubric
Score or Benchmark
Student Feedback
[How well your students perform] ALLOWS
An Overview of 4 Step Process
1) Identify the goals2) Select an authentic task3) Identify the criteria for the task4) Create the rubric
Departmental Mission
Course Standards
Course GoalsObjectives
Identify the Goals
• Goals/objectives drive assessment– What knowledge and
skills do you want the student to know/do?
• Observable and measurable
• Typically one sentence– What the student WILL
do by the end of the module or course.
How to Write Goals
1) Reflect– Former students– Departmental standards– Complaints about students
2) Review– Look at other sources– Talk to colleagues– Look for items that you didn’t list before. Do they
need to be included?
3) Write– Look at the verb phrase– Avoid words like “understand, develop, or appreciate”– Not too broad—can be reasonably assessed with one or
two assessments; covers at least half of the subject matter of a course
– Doesn’t refer to a specific task that the students will do
Introduction to the GroupsTLT 419 TLT 321 Group Member 1 Group Member 1 Group Member 2 Group Member 2 Group Member 3 Group Member 3 Group Member 4 Group Member 4
TLT 234 TLT 112 Group Member 1 Group Member 1 Group Member 2 Group Member 2 Group Member 3 Group Member 3 Group Member 4 Group Member 4
GROUP WORK
1. On the DETC Assessment—Final Project blog page, find the groups and the links to your fake courses in the content section
2. Read your group’s course description and goals.
3. Decide whether the course goals have been written correctly. If not, rewrite them in correct terms.
Select an Authentic Task
• What indicates students have met these standards?
• Easiest way to work from scratch? Do exactly what the standard says!
• Ask “where/how would the student use this in the real world?”
• How do you know if your assessment makes sense?
GRASP IT!
G-- Goal– Statement of the task– Establish the problem, challenge, or obstacle
RASP
IT
GR – Role
– Define the role of the student– State the jobs of the group members
ASP
IT
GRA – Audience
– Identify the target audience within the context of the scenario– Client, committee, someone with no knowledge of material
SP
IT
GRAS – Situation
– Set the context for the scenario– Explain the situation and setting events for the project
P
IT
GRASP – Product and Performance
– Clarify what the students will create and why– Set the Parameters
IT
GRASP
I – Indicators– Provide students with a clear picture of success– Identify with the standards/goals/objectives– Issue rubrics to or develop them with the students
T
GRASP
IT– Test it
– Does it measure what you want it to measure?– Plug in fake student scores to check for accuracy
G– Goal R– Role A– Audience S– Situation P– Product or Performance
I– Indicators T– Test it
EXAMPLE STANDARDS
• Measure quantities using appropriate units, instruments, and methods
• Setup and solve proportions• Develop scale models• Estimate amounts and determine levels of
accuracy needed• Organize materials• Explain their thought process
EXAMPLE ASSESSMENTRearrange the Room
You are designing a space for a client. To help persuade your clients to rearrange the furniture you are going to make a two dimensional scale model of what the room would ultimately look like. Procedure:
1) You first need to measure the dimensions of the floor space in the room you want to rearrange, including the location and dimensions of all doors and windows. You also need to measure the amount of floor space occupied by each item of furniture in the room. These dimensions should all be explicitly listed.
2) Then use the given proportion to find the scale dimensions of the room and all the items. 3) Next you will make a scale blueprint of the room labeling where all windows and doors are
on poster paper.4) You will also make scale drawings of each piece of furniture on a cardboard sheet of paper, and
these models need to be cut out.5) Then you will arrange the model furniture where you want it on your blueprint, and tape them
down. 6) You will finally write a brief explanation of why you believe the furniture should be arranged
the way it is in your model.
Your models and explanations will be posted in the room and the class will vote on which setup is the best.
GROUP WORK
• Given the course goals for your fake courses, choose an authentic task to measure at least 2 of the goals.– You do not need to outline the full task
Identify the Criteria
• What does mastery performance look like?• How will I know if they’ve done well?• Task analysis
What do Good Criterion Look Like?
• Clearly stated– Written in language students understand.
• Distinct and brief• Observable– Statement of behavior
• Shared before the students begin the task
Criteria Basics
• Limit the number of criteria
• You don’t have to assess everything in the task– Does it make sense to
assess this?
• Do your colleagues give similar assignments?– Ask colleagues who are
unfamiliar with subject matter for their opinion
“You may have noticed in the second example that some of the standards and some of the criteria sounded quite similar. For example, one standard said students will be able to develop scale models, and two of the criteria were accuracy of measurements on the scale model and labels on the scale model. Is this redundant? No, it means that your criteria are aligned with your standards. You are actually measuring on the task what you said you valued in your standards.”
~J. Mueller
GROUP WORK
• As a group, identify the criteria that are most important to you to assess within the task you have chosen.– Choose between 2-4 criteria
Standards
Authentic Tasks
Criteria
Rubric
Score or Benchmark
Student Feedback
[How well your students perform] ALLOWS
Rubrics Basics and Building Blocks
• Rubric: A scoring scale used to assess student performance along a task-specific set of criteria
• Criterion Referenced Measures: a student's aptitude on a task is determined by matching the student's performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task
Components of Rubrics
Criteria
Descriptors
Levels of Performance
Point Values
Create the rubric
• Begin with the criteria• Analytic or holistic?
Analytic Rubric
• Performance is judged separately for each criterion
• How fine of a distinction does it need to be?– 2 options (did or did not)– 5 options (Likert scale)
Criteria Limited Acceptable Proficient
made good observations observations are absent or vague most observations are clear and detailed all observations are clear and detailed
made good predictions predictions are absent or irrelevant most predictions are reasonable all predictions are reasonable
appropriate conclusion conclusion is absent or inconsistent with observations
conclusion is consistent with most observations
conclusion is consistent with observations
Holistic Rubrics
• Considers all criteria together• Potential problem: performance does not
always fall into straight categories• Best for– Making a quick judgment that carries little weight
in evaluation– Evaluating performance in which the criteria
cannot be easily separated.
Oral Presentation Rubric
Mastery
usually makes eye contact
volume is always appropriate
enthusiasm present throughout presentation
summary is completely accurate
Proficiency
usually makes eye contact
volume is usually appropriate
enthusiasm is present in most of presentation
only one or two errors in summary
Developing
sometimes makes eye contact
volume is sometimes appropriate
occasional enthusiasm in presentation
some errors in summary
Inadequate
never or rarely makes eye contact
volume is inappropriate
rarely shows enthusiasm in presentation
many errors in summary
Analytic Vs. Holistic
Analytic• Assess each criterion
separately• Better for large number of
criteria• Handles weighting of
material better
Holistic• Quick judgment needs to be
made• Minor assessments
Levels of Performance
• Clearer Expectations– Leads to a more consistent and objective
assessment• Better feedback for students – Less effort in individual grading
Descriptors• Language used to describe the
behavior associated with a quantified score.
• Do not have to have the same amount of performance levels for each criteria
• More detail in the descriptors, the better a student can approach the task
• “When a rubric is applied more consistently and objectively it will lead to greater reliability and validity in the results.”
Assigning point values
• Flexibility based on professor discretion• Points should be distributed across the levels
of a rubric to best capture the value you assign to each level of performance
Criteria never sometimes usually
makes eye contact 0 2 4
volume is appropriate 0 4
enthusiasm is evident 0 4
summary is accurate 0 4 8
Checking Your Rubric
• Let a colleague review it.• Let your students review it -- is it clear to
them?• Check if it aligns or matches up with your
standards.
Checking Your Rubric
• Create a fake student score– Is it representative of what you think it should be?– Adjust by adding weight to certain categories
• Universal—can someone else use it to grade an assignment who is not versed in the subject matter
• Monitor and adjust– Rubrics are works in progress