This document discusses assessment tools and rubrics. It defines assessment tools and the four main types of assessment: diagnostic, evaluative, formative, and summative. It explains validity, reliability, and the learning continuum from novice to expert. Methods of assessment include direct observation, projects, essays, and reports from supervisors. The document defines rubrics and how they describe varying levels of quality. It provides an example rubric and discusses benefits of rubrics for students and teachers, such as making expectations clear, measuring progress, and developing responsibility. Reasons to involve students in designing rubrics are also presented. The document concludes with instructions on how to design a rubric.

1. TAEASS502B
DESIGN AND DEVELOP
ASSESSMENT TOOLS
How to address the issues related to assessment

2. What is an assessment … ?
• (Assessment) tool
• (Assessment)
instrument

3. 4 types of assessment
• Diagnostic
• Evaluative
• Formative
• Summative

4. Validity and reliability
• Validity – use and interpretation of the evidence
• Reliability – how accurate and precise the task is as a
measuring instrument

5. What is the focus?
• The 6 fundamental questions
• who, what, why, where, when and how

6. Learning continuum
• Novice to expert
• Blooms taxonomy

7. Methods
• Direct – observation, workplace projects
• Supplementary – essays,
• Third party – supervisors reports, workplace reports

8. What is a rubric?
A rubric describes varying levels of quality
Rubrics can measure
• Knowledge
• Skill
• Effort
• Work habits

9. Can you think of situations in
everyday life when rubrics are
used?

10. Criteria 3 2 1
Ideal student Super star OK Needs work!!
Quality of Work is always Work is Work not
work completed completed –with handed in
•
addressing all less than half
criteria the
requirements
met
Skills to work Works willingly Works only with Works only with
with with all students students who friends.
others in class are of similar
ability
Participating Willing to Only Does not
in class contribute ideas contributes to contribute to
discussion on any topic. topics where class discussion
they are
interested.

11. Rubrics can be designed so students know
• What is expected of them
• What is above and below expectations

12. What are the benefits to students?
Students can use
rubrics to help them
to
• plan their work
• know how they are
going on a task,
• check what they
have done
• evaluate
achievement at the
end of a task

13. How can teachers use them?
• To assess knowledge, performance or product.
• To make explicit for students what is being
assessed
• To share expectations
• To measure progress
• To identify areas where improvements can be
made.
• To identify areas where extra support may be
needed.
• To help students develop a sense of responsibility
for their own work

14. What other benefits are there?

15. Reasons to include students in designing
their own rubrics?
Students will:
• have a voice in their own
assessment
• be partners in learning
• understand the expected
qualities and indicators
• understand feedback.

16. Designing a rubric
• Before you start
- Examine the learning
outcomes
- Design your assessment task
for the students
• Develop a rubric to assist the
students and the teacher

17. Designing a rubric
1 Make decisions about
performance levels
• How many performance
levels should be used?
• What terms should be
given to the performance
levels?

18. Designing a rubric
2. Develop the criteria
• What criteria will you use to make your judgements?
• How many criteria do you need to include?

19. Designing rubrics
3. Write the descriptors
• Write the descriptors for
the highest and lowest
performance levels first.
• Avoid using value-laden
words such as good,
better and best.

20. Developing a rubric
Performance Performance Performance
levels levels levels
Criteria Descriptors
Criteria Descriptors
Criteria

21. What could you use rubrics for in your
teaching?
•?
•?
•?

22. The café experience
• You have been asked to
develop the judging rubrics
for the judging panel to use.
• What do you do?
• The Maribyrnong Times is
running a little comp in the
local area
• They want to put out their
own guide to cafes and issue
some chefs hats/esspresso
cups

23. • Criteria
• Levels 1 cup, 2 cups, 3
cups
• Descriptors