This document provides an overview of rubrics for college courses. It discusses Farah, a new faculty member who was unsure how to create rubrics for her assignments. The document outlines the objectives of using rubrics, how to properly prepare assignments, the elements of an effective rubric including objectives, standards and measurements, and resources for creating and sharing rubric templates. It emphasizes that a well-designed assignment is the foundation for an effective rubric.
This document provides the syllabus for a course on Behavior Analysis and Minority Issues. The course objectives are to expose students to a behavior analytic perspective on minority issues and develop critical analysis skills. Students will analyze empirical articles and learn to apply behavior principles to address real-world minority issues. The course involves lectures, discussions, assignments such as discussion questions, reflection papers and presentations. Students will be graded on participation, homework, quizzes and optional activity points. Academic honesty is strictly enforced. The syllabus outlines policies on attendance, religious observances, disabilities and classroom etiquette.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
This document provides information about the Geomatics Atlantic conference taking place from June 12-14 at Saint Mary's University in Halifax. It outlines details about parking limitations on campus due to construction, recommends attendees arrive early or take public transportation. It highlights some of the speakers and topics that will be covered at the conference, including presentations on coastal change mapping, policing, media, and more. The document also advertises the social events during the conference, including receptions and entertainment, encouraging attendees to network.
Slides for Edward Wedler's recollections during the COGS Turned 25! event at Geomatics Atlantic 2012 (www.geomaticsatlantic.com and http://lanyrd.com/2012/geomaticsatlantic2012/)
This document provides the syllabus for a course on Behavior Analysis and Minority Issues. The course objectives are to expose students to a behavior analytic perspective on minority issues and develop critical analysis skills. Students will analyze empirical articles and learn to apply behavior principles to address real-world minority issues. The course involves lectures, discussions, assignments such as discussion questions, reflection papers and presentations. Students will be graded on participation, homework, quizzes and optional activity points. Academic honesty is strictly enforced. The syllabus outlines policies on attendance, religious observances, disabilities and classroom etiquette.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
Slide presentation from an August 23, 2012 webinar entitled "The Art and Science of Designing Competencies" (from CompetencyWorks - competencyworks.org)
This document provides information about the Geomatics Atlantic conference taking place from June 12-14 at Saint Mary's University in Halifax. It outlines details about parking limitations on campus due to construction, recommends attendees arrive early or take public transportation. It highlights some of the speakers and topics that will be covered at the conference, including presentations on coastal change mapping, policing, media, and more. The document also advertises the social events during the conference, including receptions and entertainment, encouraging attendees to network.
Slides for Edward Wedler's recollections during the COGS Turned 25! event at Geomatics Atlantic 2012 (www.geomaticsatlantic.com and http://lanyrd.com/2012/geomaticsatlantic2012/)
This document appears to be a bracket for a soccer tournament, showing the stages from the group stage (Primeiro MATA - MATA) through to the final, with teams being eliminated at each round. The later rounds have fewer teams remaining, with a single team left for the final.
This document describes a pilot inquiry-based learning course on the Gold Rush using GIS. It discusses how geomatics initiatives in Nova Scotia found that increasing awareness of the field in education is key to its growth. The course uses authentic learning experiences and student choice to teach 21st century skills. Students do a simulated gold exploration using old and new technologies, like compasses, maps, and GIS software. The goal is to engage students and transfer spatial skills needed for careers using location-based information.
SLIP Ireland slides: Professionalism for information professionalsGenlarkin
The masters in library and information science qualified me to work in the world of information service delivery where librarians strive to provide an inclusive and universal service that has a meaningful and positive impact on the lives of our diverse user communities. By far the most important thing I learned was professionalism – the pride that librarians take in doing their jobs to the best of their abilities and to a high professional standard. This short talk for the first SLIP Ireland Conference (Feb 2016) covered topics like how to stay true to your librarian code of ethics and reflects on what it means to be an "information professional."
This document appears to be a bracket for a soccer tournament, showing the stages from the group stage (Primeiro MATA - MATA) through to the final, with teams being eliminated at each round. The later rounds have fewer teams remaining, with a single team left for the final.
A1 Marketing LLC http://a1marketingllc.com Learn about our unique Social Media Marketing Program called "Be Social Local". Let us take the burden of maximizing your social presence and get your present and new customers engaged!
Both Pandora and Spotify are free music streaming services that allow users to listen to music online without having to download or store songs. Pandora uses a music genome project to create personalized radio stations based on songs and artists input by the user, while Spotify allows users to search specific songs and playlists. Pandora offers ad-supported free listening with premium subscriptions available, while Spotify has both free and premium subscription options. The document provides details on the origins and features of each service.
Este documento es un carnet obligatorio para los World Master Games que solicita a las autoridades civiles y militares brindar la mayor colaboración posible al portador para que pueda desempeñar sus funciones. El carnet incluye un número de identificación y pide imprimirlo a color y plastificarlo y pegar una foto.
The document discusses the floods that occurred in Uttarakhand, India, expressing grief over the lives lost and properties damaged. It is stated that natural disasters like floods are unfortunate events caused by natural processes that impact the earth. The floods affected various areas in Uttarakhand, damaging properties and roads, though the Aryavan and Haridwar sites were safe. While construction may be slightly delayed by rain, the developer Aryavan has its own team from Delhi to handle issues. In response to the disaster, various states, corporations, NGOs and other entities in India are coming together to help Uttarakhand.
Debate involves two teams arguing opposing sides of a motion, with different formats including the British Parliamentary format featuring 4 teams of 2 speakers each and the Asians format with 2 teams of 3 speakers each. The formats have different speaker roles and rules regarding the definition of the motion, points of information, and types of arguments used. Effective debaters employ substantive arguments supported by facts and examples, while also rebutting the opposing side's case through refutation and contradiction.
This document discusses several impacts of climate change from an oceanographic perspective, including ocean warming, sea level rise, and ocean acidification. It notes that these issues are worldwide in scope and linked to increasing CO2 levels. Specific impacts highlighted include more intense hurricanes, rising seas threatening coastal populations like in Bangladesh and the Maldives, and harm to coral reefs and other organisms from acidification. The human impacts discussed include increased environmental refugees, effects on health, and the potential for conflict. The document raises the possibility of approaching a tipping point and examines geoengineering as a potential remedy for climate change, but notes the risks of such large-scale intervention.
This document describes the case of a 17-year-old female patient who presented with profuse vaginal bleeding. Her physical examination revealed an enlarged uterus consistent with 18 weeks gestation and a non-dilated cervix. She was diagnosed with a hydatidiform mole based on her symptoms of metrorrhagia and abdominal mass without pressure signs, as well as ultrasound findings. She underwent dilation and suction curettage for management of the molar pregnancy, and will require follow-up hCG monitoring to check for any persistent gestational trophoblastic disease.
Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!
The document discusses performance assessments and provides examples of performance tasks from various grade levels. It discusses the key elements of effective performance tasks, including ensuring they are clearly defined and aligned to learning targets. It also covers constructing rubrics to evaluate performance tasks, including the differences between holistic and analytic rubrics. The importance of providing descriptive feedback on rubrics is emphasized.
This document appears to be a bracket for a soccer tournament, showing the stages from the group stage (Primeiro MATA - MATA) through to the final, with teams being eliminated at each round. The later rounds have fewer teams remaining, with a single team left for the final.
This document describes a pilot inquiry-based learning course on the Gold Rush using GIS. It discusses how geomatics initiatives in Nova Scotia found that increasing awareness of the field in education is key to its growth. The course uses authentic learning experiences and student choice to teach 21st century skills. Students do a simulated gold exploration using old and new technologies, like compasses, maps, and GIS software. The goal is to engage students and transfer spatial skills needed for careers using location-based information.
SLIP Ireland slides: Professionalism for information professionalsGenlarkin
The masters in library and information science qualified me to work in the world of information service delivery where librarians strive to provide an inclusive and universal service that has a meaningful and positive impact on the lives of our diverse user communities. By far the most important thing I learned was professionalism – the pride that librarians take in doing their jobs to the best of their abilities and to a high professional standard. This short talk for the first SLIP Ireland Conference (Feb 2016) covered topics like how to stay true to your librarian code of ethics and reflects on what it means to be an "information professional."
This document appears to be a bracket for a soccer tournament, showing the stages from the group stage (Primeiro MATA - MATA) through to the final, with teams being eliminated at each round. The later rounds have fewer teams remaining, with a single team left for the final.
A1 Marketing LLC http://a1marketingllc.com Learn about our unique Social Media Marketing Program called "Be Social Local". Let us take the burden of maximizing your social presence and get your present and new customers engaged!
Both Pandora and Spotify are free music streaming services that allow users to listen to music online without having to download or store songs. Pandora uses a music genome project to create personalized radio stations based on songs and artists input by the user, while Spotify allows users to search specific songs and playlists. Pandora offers ad-supported free listening with premium subscriptions available, while Spotify has both free and premium subscription options. The document provides details on the origins and features of each service.
Este documento es un carnet obligatorio para los World Master Games que solicita a las autoridades civiles y militares brindar la mayor colaboración posible al portador para que pueda desempeñar sus funciones. El carnet incluye un número de identificación y pide imprimirlo a color y plastificarlo y pegar una foto.
The document discusses the floods that occurred in Uttarakhand, India, expressing grief over the lives lost and properties damaged. It is stated that natural disasters like floods are unfortunate events caused by natural processes that impact the earth. The floods affected various areas in Uttarakhand, damaging properties and roads, though the Aryavan and Haridwar sites were safe. While construction may be slightly delayed by rain, the developer Aryavan has its own team from Delhi to handle issues. In response to the disaster, various states, corporations, NGOs and other entities in India are coming together to help Uttarakhand.
Debate involves two teams arguing opposing sides of a motion, with different formats including the British Parliamentary format featuring 4 teams of 2 speakers each and the Asians format with 2 teams of 3 speakers each. The formats have different speaker roles and rules regarding the definition of the motion, points of information, and types of arguments used. Effective debaters employ substantive arguments supported by facts and examples, while also rebutting the opposing side's case through refutation and contradiction.
This document discusses several impacts of climate change from an oceanographic perspective, including ocean warming, sea level rise, and ocean acidification. It notes that these issues are worldwide in scope and linked to increasing CO2 levels. Specific impacts highlighted include more intense hurricanes, rising seas threatening coastal populations like in Bangladesh and the Maldives, and harm to coral reefs and other organisms from acidification. The human impacts discussed include increased environmental refugees, effects on health, and the potential for conflict. The document raises the possibility of approaching a tipping point and examines geoengineering as a potential remedy for climate change, but notes the risks of such large-scale intervention.
This document describes the case of a 17-year-old female patient who presented with profuse vaginal bleeding. Her physical examination revealed an enlarged uterus consistent with 18 weeks gestation and a non-dilated cervix. She was diagnosed with a hydatidiform mole based on her symptoms of metrorrhagia and abdominal mass without pressure signs, as well as ultrasound findings. She underwent dilation and suction curettage for management of the molar pregnancy, and will require follow-up hCG monitoring to check for any persistent gestational trophoblastic disease.
Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!
The document discusses performance assessments and provides examples of performance tasks from various grade levels. It discusses the key elements of effective performance tasks, including ensuring they are clearly defined and aligned to learning targets. It also covers constructing rubrics to evaluate performance tasks, including the differences between holistic and analytic rubrics. The importance of providing descriptive feedback on rubrics is emphasized.
A rubric is a scoring tool that lists the criteria for evaluating a piece of work or performance. It describes what counts and the levels of quality for each criterion, ranging from excellent to poor. Rubrics help define quality, improve student performance, monitor progress, and reduce grading time. There are several steps to designing an effective rubric, including examining learning objectives, identifying observable attributes, writing descriptions for different performance levels, collecting student work samples, and revising the rubric based on feedback. Key aspects of a good rubric are clarity, ease of understanding, adequacy, and consistency.
Process orientedperformance-basedassessmentjabello glaiza
This document defines performance assessment and discusses its characteristics and strengths/weaknesses. Performance assessment involves observing students demonstrate skills or competencies through tasks like projects, presentations, or performances. It emphasizes applying knowledge rather than just recalling facts. While more authentic than traditional tests, performance assessment relies on subjective scoring and takes significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process used to complete tasks in addition to products or outputs. This includes developing rubrics that establish criteria and define competency levels for skills.
This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
This document discusses performance assessments and provides examples. Performance assessments evaluate students' ability to perform tasks by producing their own work using their knowledge and skills. They require students to apply deep understanding and reasoning skills. Examples include singing, playing an instrument, or completing a project. Performance assessments integrate assessment with instruction, provide opportunities for formative feedback, and are more authentic and engaging for students. However, they can be difficult to score reliably and require significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process students undergo rather than just the final product or output.
Assessing for Improvement: Workshop at Duke University LibrariesDiane Harvey
The document discusses assessing student learning outcomes in libraries. It describes the learning outcomes assessment (LOA) process, including developing student learning outcomes, choosing assessment methods, and using assessment results to improve instruction. The document provides examples of learning outcomes from a Classical Studies program and discusses constraints of LOA in libraries, such as inconsistent access to students. It also offers suggestions for assessing student learning, such as focusing on large instruction programs or individual sessions.
Assessment in this course includes continuous assessment of class participation, presentations, and a final essay. Class participation (20%) assesses students' engagement in seminar discussions, questions, and debates. Individual and group presentations are also assessed (30%). The main assessment is a 10-12 page final essay (50%) on an approved topic demonstrating knowledge, skills, and original thought. Problems faced include student dissatisfaction with grades, free-riders in groups, and assessing skills like creative thinking.
The document provides an overview of learning outcomes assessment for information literacy instruction in libraries. It discusses the higher education climate driving assessment, standards from accrediting bodies, and examples of assessment at different levels from institutional to individual sessions. Key aspects of learning outcomes assessment covered include writing measurable outcomes, choosing appropriate assessment methods like knowledge tests or bibliographies, and using results to improve instruction. The workshop aims to help participants understand and apply the learning outcomes assessment process in their libraries.
Building your assessments to meet course objectives -detcostromae
The document outlines a 4-step process for building assessments that meet course objectives: 1) Identify goals, 2) Select an authentic task, 3) Identify criteria, 4) Create a rubric. It discusses how to write clear goals and select tasks that authentically measure the goals. It also provides guidance on identifying observable criteria and building analytic or holistic rubrics with descriptive levels of performance to allow for consistent scoring. The process is meant to create valid and reliable assessments that are well-aligned to course standards and objectives.
Rubrics help improve student learning and assessment efforts. They clearly communicate expectations, allow for consistent grading, and provide detailed feedback. This workshop taught participants how to develop rubrics in four parts: task description, performance scale, dimensions, and dimension descriptions. Rubrics benefit courses by clarifying expectations and assessment, and they aid program assessment by facilitating meaningful conversations about student outcomes. The workshop provided resources for continued learning about rubric design and application.
This document provides an introduction to rubrics and how they can be used for assessment in courses and programs. It defines rubrics and explains their benefits, such as clearly communicating expectations and facilitating consistent grading. A rubric development process in four parts is outlined: task description, scale, dimensions, and descriptions. Holistic and analytic rubrics are also defined. The document concludes by discussing how rubrics can be applied to assess program-level student learning outcomes.
This document provides an introduction to rubrics and how they can be used for assessment. It begins with a definition of rubrics and their benefits for student learning and assessment. It then outlines a workshop on rubrics, including the goals of obtaining a vocabulary for rubrics, determining how they can be used for courses and assessment, identifying rubric components, and creating a rubric. The document provides details on developing rubrics, such as including a task description, performance scale, dimensions, and dimension descriptions. It discusses how rubrics can be used to provide feedback and assess program goals. Bibliographic sources on rubrics are also listed.
This document provides an introduction to rubrics and how they can be used for assessment. It begins with a definition of rubrics and their benefits for student learning and assessment. It then outlines a workshop on rubrics, including the goals of obtaining a vocabulary for rubrics, determining how they can be used for courses and assessment, identifying rubric components, and creating a rubric. The document provides details on developing rubrics, such as including a task description, performance scale, dimensions, and dimension descriptions. It discusses how rubrics can help with grading consistency and student feedback. Overall, the document serves as a guide for understanding and constructing rubrics for assessment purposes.
This webinar discusses rubrics, including what they are, their parts, and how to create them in Blackboard. A rubric is a tool that clearly communicates expectations for an assignment and allows for consistent grading. It includes standards of excellence, criteria being assessed, and detailed indicators describing performance levels. Rubrics guide student work, assess learning outcomes, and streamline grading/feedback. The presenters demonstrate how to prepare rubrics, enter them into Blackboard, associate them with assignments, and use them to provide grades and feedback. Attendees are encouraged to use online rubric tools and consider rubrics' benefits for instruction.
Creating Pathways to Student Success: Accelerating Developmental Education in...Holly Arnold Ayers
Ozarka College is redesigning its developmental education programs to accelerate student completion. The redesign includes integrating reading and writing courses, using a modularized emporium model for math, and adding supplemental instruction for English Composition I. Early results show improved retention rates compared to traditional courses. Ozarka will continue evaluating placement measures, instructional methods, and student outcomes to further improve the redesign in supporting student success.
The document discusses principles of effective assessment and evaluation. It states that assessment should primarily aim to improve student learning and teaching. Assessment takes a broad range of forms and should be tailored to the skills or knowledge being assessed. Effective assessment intentionally focuses on important learning goals, provides clear feedback, and is varied, manageable, timely and fair. Performance standards, rubrics, grades and evaluating effort are also discussed.
This document provides an overview of content that will be covered on days one and two of an information literacy and curriculum development workshop. Day one will focus on defining information literacy, writing learning outcomes, models for integrating information literacy into courses, types of assessment, and relevant standards. Participants will also identify threshold concepts and develop learning outcomes for an art center curriculum. Day two will discuss strategies for being an effective teacher, lesson planning, significant learning experiences, student engagement, and a toolkit for course activities.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
ESL and Learning Communities at Kingsborough Community CollegeBarbara Walters
This document discusses ESL and learning communities at Kingsborough Community College. It provides background on the diversity of the student population and describes the evolution of programs to support ESL students over time, including the initial ESL intensive model, opening doors learning communities, and emphasis on reflective practices. Assessment data is presented showing benefits of learning communities such as higher GPAs, pass rates, and retention compared to students not in learning communities. The qualitative findings highlight benefits students experienced like relationships with faculty and making interdisciplinary connections, as well as some drawbacks.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Program
Let’s go to the Opera!
– Objectives of rubrics
– Preparation of assignments
– Elements of rubrics
– Resources
– Application – Draft a rubric
Rubrics for College 2
3. But first “What is a rubric???”
Rubric derives from ruber, the
Latin word for red
– In medieval times, legal instructions
were written in red and rubric
meant something that authoritatively
instructed people (Wiggins, p154)
“A rubric is a scoring tool that
lays out specific expectations for
an assignment” (Stevens & Levi, p3)
Rubrics for College 3
5. Types of rubric
Choose from many types
This presentation focuses on
one type of rubric
– Easy to mark
– More objective
– Based on a grid system
Criteria along one axis
Numerical scores along other axis
Rubrics for College 5
6. Farah’s Teaching Challenge
Farah was a new faculty member
teaching two different courses that
changed each semester
Other teachers would say to her,
“Farah, use a rubric. It will make
your life easier.”
But when would she ever find the
time to create the rubric?
Rubrics for College 6
7. Farah’s Challenge 2
Students asked “Miss, where’s the
rubric?” & were upset when there was
no rubric
And because no rubric, Farah had to
spend extra time explaining the
assignment to students
And Farah had to spend extra time
marking the assignments
And, after handing out the marked
assignments, Farah had to spend extra
time justifying her assessments.
Rubrics for College 7
8. Farah’s Challenge 3
Farah works hard preparing her courses &
wants to explore more online resources,
but time is always chasing her
She wishes that she could tap into useful
resources more quickly – both using and
sharing resources
She needs an “all-in-one” rubric resource
Finally, a colleague told her to visit a lens
at Squidoo solely devoted to Rubrics for
College
She said to herself, “This is it! I will visit
this lens do something for ME finally!”
Rubrics for College 8
9. Objectives – What does Farah want
to achieve through use of rubrics?
Save grading time
Convey effective feedback
Promote student learning
And….
– Reduce hassles!!!!!
– Minimize marking complaints
– Prepare better assignments
– Provide more perceived objectivity
– Give transparency and consistency in
marking
Rubrics for College 9
10. You need a good rubric!
But first, you need a good
assignment!
The next slides examine
the design of a good
assignment
Rubrics for College 10
11. Sample Assignment
Farah turns to her students
and says “Oh, your final
assignment is due in 2
weeks. Write an essay on
“The Life of a Bat” and
prepare a 10 minute
presentation”
Rubrics for College
11
12. What do you think of this
assignment?
Rubrics for College 12
13. Prepare an adequate
assignment
Written
Detailed
Relevant
Content-driven
(to be explained …)
Rubrics for College 13
14. Written & Detailed
Why?
2 marks off for
presentation? At least 12 I’m sure I told
font Times New Roman them all the
& 1 inch borders – requirements – I
like, how would I know think?!
that?!
Rubrics for College 14
15. Relevant
This is a n
anthropology class –
just what am I
supposed to say about
the life cycle of a bat?
Rubrics for College 15
16. Content of an assignment
C ontext
O bjectives
N umbers
T imelines
E xpectations
N orms
T opography
Rubrics for College 16
17. Context
How does assignment fit into
Course?
Course name
– Anthropology 100
Assignment title
– The Lifecycle of a Bat
Summary
– This assignment will
demonstrate your understanding
of …
Rubrics for College 17
18. Objectives of assignment
Why do this assignment?
Define assignment objectives
– Refer to course outline objectives
Knowledge, Skills, Attitude
“Rule”
– Whatever is shown as assignment
objective must have some grade
assigned
– Whatever has a grade assigned
must be listed as an objective
Rubrics for College 18
19. Numbers
How many marks is assignment worth?
How much of final course mark is
represented by this assignment?
How much is each objective worth?
If a student “meets expectations”, how
much is this worth?
What are mark penalties for non-
compliance?
Rubrics for College 19
20. Timelines
When is assignment due?
Late penalties?
Last date to hand in?
Progress report dates?
Rubrics for College 20
21. Expectations
Identify & articulate instructions
Content expectations – eg …
– Perform & record an experiment
– Select and analyze an article
– Prepare a grant proposal
– Write a one-act play
Process expectations – eg …
– Group and/or individual?
– Use of resources
– Presentation standards
– Progress reports?
Rubrics for College 21
22. Norms
• Convey level of
expectation
• What is the average
targeted mark?
• 65%, 70%, 75% …
• Use this mark for the
“meets expectation”
level of the assessment
Rubrics for College 22
23. Topography
Assignment
should map out
the instructions
and expectations
in a logical &
descriptive way
Rubrics for College 23
24. Assignments
Assignments
– Written, detailed,
relevant
– CONTENT – driven
“A successful rubric
begins with a well-
drafted assignment”
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25. Elements of a Rubric
E lements of a Rubric
– Rows
– Columns
– Cell descriptions
What do each represent?
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26. Elements of a Rubric
The “Awesome” OSM Approach
O bjectives
– Row headings
– Criteria
S tandards
– Column headings
– Levels of achievement
M easurement
– Cell descriptions
– Achievement differentiation
– Grade assignment
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27. Objectives/Criteria (Rows)
Recall assignment objectives
– Connect each to an assessment criterion
– Specific, measurable and action-oriented
Learning objective assessment criterion
– Eg Assignment objective requires student to
analyze practical situation
Rubric Criterion (row heading) - “Application of
theory to facts”
– Eg Rubric criterion assesses correct grammar,
spelling, organization …
Assignment objective – Student will prepare a written
summary demonstrating good grammar, spelling and
organization
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28. Standards (Columns)
Determine number of proficiency levels
Total of all “meets expectation” grades should
produce approximate average mark
Generally, three or four levels work well
– Highest level (Excellent/ Exceeds expectation/ Expert/
Professional)
– Next level (Good/ Meets expectation/ Proficient/
Adequate)
– Lower level (Satisfactory/ Needs some improvement/
Developing/ Needs works
– Lowest level (Weak/ Needs much improvement/
Novice/ You’re fired!
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29. Measurement (Cells)
Select measurement tool for each criteria
– Decide how to measure proficiency for that criteria
Quality (How well was the task done?)
– Eg Did the student connect the theory to the facts?
Quantity (How many of the tasks were done?)
– Eg Were all the instructions followed?
Frequency (How often was the task done?)
– Eg How frequently were grammatical/spelling errors
made?
*Consequence (What is effect of the work done?)
– Eg Did the presentation hold the attention of the class?
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30. “Extra”
Farah likes to provide her students
with lots of comments pointing out
to them where additional work is
needed
A chart summarizing common
weaknesses is useful
– She marks applicable points
– They use as a completion checklist
Example appears on Slides 4 & 26
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31. Special Situation
Group Rubrics
Concerns?
– Is each member contributing?
Free-loaders?
– How to apportion marks?
– Reliable feed-back about group
dynamic?
Has there been intimidation?
– Has each member tackled all
aspects?
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32. Groups - Suggestions
Members assign group roles at outset
and monitor
Members each submit rough work
Peer assessments
– Compulsory or voluntary
Submit process description (who did
what %)
– Organization, research, writing,
presentation …
Progress report(s)
Written submissions describing group
problems within a tight timeframe
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33. Resources about …
Farah asks where she can
find useful resources about
– Types of rubrics
– Methods to create rubrics
– Theory of rubrics
– Samples
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34. Creating & Sharing
Rubric Resources
Squidoo Lens (http://www.squidoo.com/TeachCollege2 )
– “Reduce Hassles, Teach Smarter – Rubrics for College”
Delicious bookmarks (http://delicious.com/srl18/rubrics )
– Tagged bookmarks which relate to rubrics
RubiStar: (http://rubistar.4teachers.org )
– Helps the teacher who wants to use rubrics, but does not have time
to develop them from scratch
– Provides template rubrics that can … be printed and used for
many typical projects and research assignments.”
iRubric (http://www.rcampus.com/indexrubric.cfm )
– Site for free development and sharing of rubrics
– Public gallery, how-to videos and building tools
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35. Rubric Template
•OK to reduce/increase/ rename
standards
•OK to reduce/add more criteria
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36. And, one more word …
“Hello Susan,
I attended your session last Wednesday
evening. Was it timely! I had just picked up
[a major (10-20 page) assignment] to mark
from my class. The first thing I did was
prepare a rubric. It made the whole process
manageable, fair and consistent, and will
provide the necessary feedback to the
students. I believe that the use of rubrics
should be mandatory not optional...”
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37. Wrap-up
Follow The Easy Steps Way™ to
create rubrics for college and
better understand
Objectives of rubrics
Preparation of assignments
Elements of rubrics
Resources
Application – Draft a rubric
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38. About the author …
“TeachCollege” (Susan Lieberman) teaches at Humber Institute
of Technology & Advanced Learning, Toronto, Canada
As a lawyer and a chartered accountant, I mainly teach business
students Introduction to Business Law
My passion is 'Teaching through Multi-media Storytelling' - stay
tuned as soon I'll present slides on that topic
I enjoy working with other faculty and helping them to develop
their teaching skills
Keep checking for slides on various college teaching topics such
as classroom management and lesson plans
I thank my dear family, friends and colleagues for their support
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