Ch. 4 rubrics
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Chapter 4 discusses designing rubrics to assess student performance on language tasks. It provides six steps for creating effective rubrics: identifying quality performance characteristics, evaluating against proficiency levels, clearly describing expectations, outlining what meets and misses expectations, piloting the rubric with students, and deciding how results will be reported. Rubrics should be used to assess student language samples and spur self-reflection on improving skills.
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- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
Evaluation
The document discusses evaluation of instructional programs, outlining Kirkpatrick's four-level model of evaluation that assesses reaction, learning, behavior, and results. It provides details on each level, including example evaluation questions and methods to measure outcomes. The goal is to help instructors systematically evaluate their programs to improve learning and impact through assessment at each stage of the model.
CBA Framework.pptx
The document discusses competency-based assessment and provides an overview of the competency-based assessment framework (CBA). It explains key terms like competency-based curriculum (CBC) and CBA. The CBA framework shifts the focus from assessment of learning to assessment for and as learning. It also shifts the assessment from norm-referenced and quantitative to criterion-referenced and both quantitative and qualitative. The CBA framework structures assessment into three levels - early years, middle school, and senior school. It provides guidelines on assessment principles, types, stakeholders, theories of learning, and tools for reporting feedback.
Standards based unit assessment design for k to 12
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
Module 8 powerpoint
The document defines rubrics and their types, outlines steps for developing rubrics, compares portfolios to traditional assessments, lists portfolio types and guidelines, and defines performance-based assessment. Rubrics are scoring scales that assess student work against specific criteria. Developing effective rubrics involves determining learning outcomes, keeping rubrics concise, focusing on measureable skills, and reevaluating rubrics. Portfolios collect student work over time to measure growth, while performance-based assessment directly observes students applying skills through meaningful tasks.
Outcomnes-based Education
Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
Criterion-Referenced Assessment Review
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
Assessment primer
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
Tqf day 2 - assessment and feedback
This document discusses assessment in higher education. It provides an overview of learning outcomes, linking learning outcomes to assessment, and using assessment for feedback. The document discusses the purposes of assessment, including measuring student learning, providing feedback, and defining academic standards. It also outlines principles of effective assessment, such as aligning assessment with learning outcomes and using a variety of assessment methods. The document emphasizes using assessment to guide student learning through feedback.
CBA_2_Assessment_Introduction to assessment
This document defines assessment and different types of assessment. It discusses assessment as the process of collecting evidence of student learning and making judgements about whether learning standards have been met. Formative assessment is used for learning and getting feedback, while summative assessment evaluates learning at the end of a period. Assessment can be criterion-referenced against standards or norm-referenced by comparing students. Competency-based assessment is evidence-based and criterion-referenced. Training outcomes clearly describe the skills and knowledge students will demonstrate after training. Different training approaches like off-the-job, on-the-job, and distance learning each have advantages and limitations.
Unit 3- Topic 3.pptx
This document discusses different types of scoring tools used to evaluate performance-based assessments, including checklists, rating scales, and rubrics. It defines each tool, provides examples, and outlines their advantages and limitations. Guidelines are provided for constructing effective rubrics, including involving students and using clear, specific criteria aligned to learning outcomes. The key scoring tools - checklists, rating scales, and analytic and holistic rubrics - are compared.
M2 PERFORMANCE BASED ASSESSMENT.pdf
The document discusses performance-based assessment, including defining it, describing its characteristics and types, how to develop and score it, and differentiating tasks for diverse learners. Performance-based assessment evaluates student skills through authentic tasks and products/presentations. It aims to simulate real-world application of skills and provide feedback. Scoring rubrics are used to evaluate student performance on set criteria. Developing high-quality performance tasks and differentiating instructions can help address diverse student needs.
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Ch. 4 rubrics
- 1. Chapter 4 centers around designing rubrics to assess performance. In second language instruction, students should be assessed via rubrics when given the task of producing a sample of language. Such an assessment should spur reflection on the part of the student as to how to improve for the future.
- 2. There are six steps to producing an effective rubric: 1) identify what makes a quality performance. 2) Evaluate the qualities against the characteristics of the targeted level of proficiency. 3) Describe the performance that meets your expectations with the specificity and clarity that will focus your instruction and student learning. 4) Provide guidelines for what does and doesn´t meet your expectations. Make sure to describe these differences. 5) Try to pilot your rubric with students on a practice activity and revise it based on student work and feedback. 6) Decide how you will communicate the assessment results. Conversion charts can change rubric scores to a percentage or a grade. Another approach is to use rubrics in the calculation of a quarter or semester grade.