dap presentation of rubrics
TRANSCRIPT
“Doing Rubrics”
• “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.’
William Arthur Ward
Management of Learning
• How do we ensure that we achieve the learnings of the student with our Masters Program
Elements
• We are guided through a competency based Curriculum and Syllabus
• Curriculum is the complete set of taught material in a school system.
• If the curriculum prescribes the objectives of the system, the syllabus describes the means to achieve them).
Looking at the Syllabus
Initial Information
• Degree Program :• Course :• Course Faculty :• Phone :• E-mail :• Consultation Hours :• School Year/Batch :• No of Units : • Total no of Hours :
• COURSE OVERVIEW/ DESCRIPTION: – (Give a 1 paragraph description of the subject)
• COURSE OBJECTIVES: – (What Knowledge, Skills, Attitudes, and Abilities will the
student attain after the implementation of the subject?)– After completing the course, the students should be able to:
• COURSE METHODOLOGY: – (What methodologies will you employ to achieve your
objectives?)
Description Grading Point Index (GPI)
Outstanding O 3.75 – 4.00Very Outstanding VS 3.25 – 3.50Satisfactory S 2.50 – 3.00Conditional C 2.00 – 2.25Fail F 1.25 – 1.75Complete C 1.00Incomplete INC
COURSE REQUIREMENTS AND GRADING SYSTEM:
(What is the breakdown of activities wherein the student‘s performance is graded upon?)
GRADING
The student must be able to maintain a grade not lower than C or 1.20 - 1.75 in order to pass the module. The detailed grading system is as follows
The breakdown of his grade will come from the following:
Activity Percent of the Grade
Total
Course Overview / Topic No of Standup Time (hours)
Faculty / Resource Persons
1.2.3.4.5.6.7.8.9.10.
Total
• COURSE COVERAGE:– (What are the subtopics under your subject? How many hours per subtopic?
Who are your resource persons?)
MAJOR REFERENCES
(List down your major references based on accepted a bibliography format)
Looking into Competencies
Defining Competency
• Competencies are the characteristics of an employee that leads to demonstration and transfer of skills and knowledge, which results in effective performance within an occupational area.
• “A capacity that exists in a person that leads to behavior that meets the job demands within parameters of organizational environment, and that, in turn brings about desired results”
Types of Competency Frameworks
5 Types
• Motive - motives ‘drive, direct or select’ behavior towards certain actions or goals and away from others.
• Trait – physical characteristics and consistent responses to situations or information.
• Self concept – a person’s attitude, values or self-image.• Knowledge – information a person has in specific
content area.• Skill – the ability to perform a certain physical or
mental task.
KSA FRAMEWORK
• Knowledge, Skills, and Abilities (KSA's) - The attributes required to perform a job and are generally demonstrated through qualifying service, education, or training.
• Knowledge - Is a body of information applied directly to the performance of a function.
• Skill - Is an observable competence to perform a learned psychomotor act.
• Ability - Is competence to perform an observable behavior or a behavior that results in an observable product.
COMPETENCY MAPPING FRAMEWORK
• SKILL: capabilities acquired through practice. It can be a financial skill such as budgeting, or a verbal skill such as making a presentation.
KNOWLEDGE:
• understanding acquired through learning.
• a body of information relevant to job performance.
• what people have to know to be able to perform a job, – such as knowledge of
policies and procedures for a recruitment process.
PERSONAL ATTRIBUTES
• inherent characteristics which are brought to the job, representing the essential foundation upon which knowledge and skill can be developed.
BEHAVIOR
• The observable demonstration of some competency, skill, knowledge and personal attributes.
MAPPING PROCESS:and the five stages
• The first stage of mapping requires understanding the vision and mission of the organization.
• SECOND STAGE:– Second stage requires understanding from the
superior performers the behavioral as well as the functional aspects required to perform job effectively.
• THIRD STAGE:– Third stage involves thorough
study of the BEI Reports/ Structured Interview Reports.• Identification of the competency
based on competency frame work.• Measurement of competency.• Required levels of competency for
each job family.• Development of dictionary which
involves detail description of the competency based on the indicators.
• Care should be taken that the indicators should be measurable and gives objective judgment.
FOURTH STAGE:• This stage requires preparation for assessment.• Methods of assessment can be either through assessment
centers or 360 Degree Feedback• If assessment centre is the choice for assessment then tools
has to be read beforehand – i. Tools should objectively measure the entire competency
required. – ii. Determine the type of the tools for measuring competency – ii. Prepare the schedule for assessment– iv. Training to the assessor should indicate their thorough
understanding of the competencies and the tools and also as to how the behavior has to be documented.
• FIFTH STAGE:– This stage involves conducting assessment
• SIXTH STAGE:–Sixth stage involves detailed report of
the competencies assessed and also the development plan for the developmental areas.
How do we evaluate if we achieved our objectives in the syllabus and the curriculum and
the student attained the competency
Evaluation Instruments
• Assignments• Participants in Class • Group and Individual Work– Papers– Exercises
• Tests– Multiple / True or False– Essay Type
The Goal Is To Find Out if the Participants “Learned’and
if As Educators were successful in doing so
Rubrics
• A rubric is a scoring tool for subjective assessments.
• It is a set of criteria and standards linked to learning objectives that is used to assess a student's performance on papers, projects, essays, and other assignments.
• Rubrics allow for standardised evaluation according to specified criteria, making grading simpler and more transparent.
How to Develop a Rubric
• Step 1. teachers need to define the learning outcome or objective that students are expected to achieve.
Step 2.
• Define possible criteria or performance levels that students would possibly demonstrate. – This levels would range from the possible highest performance
to the lowest performance that can be expected from students on any given task and would provide descriptions of performances for each level.
– Each level should be directly observable.– To determine how to describe each level, use "anchor
products" that represent various performances that can be evaluated as high quality, average, and low. • Have at least three samples of each level to make such judgements. • Use these samples to evaluate all of the students products.
• Step 3. Scores (either numerical or qualitative, or a combination of both) can then be assigned for each level from highest to lowest, or vice versa.– The scoring system should be objective and consistent. – No more than six dimensions should be used for a
single final product. For rubrics that define a "set of tasks" to be performed, there should be no more than ten dimensions.
– Descriptions within each dimension should also be clear enough for students to focus on what is expected.
– Fewer dimensions are better than more in most cases when developing rubrics.
• Step 4. Once each level is determined with rating scales assigned, share the descriptions with the students and ask for feedback so that each level is clearly understood by students
• Sample rubrics (see word)