The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
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OPEC
HEADQUARTERS, FLAG, AND CURRENT
SECRETARY
ESTABLISHMENT
WHY OPEC WAS ESTABLISHED
MEMBERSHIPS
SAUDI ARABIA
NIGERIA
VENEZUELA
MISSION
HISTORY
1973 OIL EMBARGO
ROLE OF OPEC
INFLUENCE OF OPEC ON GLOBAL OIL MARKET
Impacts of the Russia-Ukraine crisis on global and regional markets. Focus on...David Laborde
Presentation on the impact of Russia and Ukraine on global and regional markets with a focus on Mena countries.
David Laborde and Joe Glauber. March 6th.
Please check https://www.slideshare.net/DLabordeD/impacts-of-russiaukraine-crisis-on-global-food-markets for a stronger emphasis on global markets and Ukraine situation.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
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2. Tuning Process- Introduction
• Tuning process is the faculty driven initiative for revision/ designing
process of a course, degree, programme and at discipline level.
• Tuning process focused on outcomes-based education.
• Tuning process initiated as a result of the Bologna process.
3. Bologna Process
Reforms in Higher Education
• A set of ministerial meetings
• Conducted by European Countries
• For:
• Easily comparable degrees
• Adoption of a three cycles degree
system
• Credit transfer
• Quality assurance
4. Learning Outcomes of the Session
• Apply tuning technique in their own discipline.
• Develop Rubrics for assessment of learning outcomes.
• Use various assessment technique in their subject
area.
5. 5 STEPS TUNING PROCESS
1 2 3 4 5
Define
Discipline Core
Objectives
Map Career
Pathways
Consult
Stakeholders
Core
Competencies and
Learning
Outcomes
Draft Degree
Specification
6. Pre Process
• Initiating Tuning
• Inform Partners
• Identify a Project Director
• Determine Meeting Approaches and Sites
• Build the Calendar
• Identify Participants
• Select Co-Chairs
• Compile Resource Materials
• Plan Orientation
• A Final Note on Preparation
7. 1. Identifying the categories of learning that
comprise the essential elements of a discipline
2 . Identifying the ways in which students can
demonstrate their proficiency in or grasp of
what they have learned at each degree level.
8. Strategy to Define Discipline Core
• Sketch a General Discipline Description
• Identify Competencies
• Draft General Competencies
• Draft Discipline-Specific Competencies
• Identify Learning Outcomes
9. Sketch a General Discipline Description
• Work groups might consider the following sorts of questions:
• On what does the discipline focus?
• What approaches does the discipline utilize?
• What parts of the discipline are established in early stages of
education?
• What parts of the discipline are established in advanced stages of
education?
10. • Draft General Competencies
• Draft Discipline-Specific Competencies
Oral and written Oral and written
communication
Capacity to learn and update learning
Reasoned decision-making
Understand about the nature of teaching
and pedagogy
Students will recognize the values of
education in social development process
14. Competency 1:
Students Should Be Able to know child development and its relationship with learning
Learning Outcomes
• After attending the course students will be able to explain various theories development
• Students will be able to apply child development theories in different learning
environment.
Competency 2:
Use ICT effectively and efficiently in the classrooms.
Learning Outcomes
• At the end of the course students will be able to apply mobile apps for education
purposes
• Use appropriate methods of communication inside and outside his or her organization.
• Demonstrate methods of building rapport with various stakeholders.
Competencies and related Learning Outcomes for BS Education Program
15. Map Career
Pathways
Serve two
purposes
Feedback from the
stakeholders
regarding required
competencies
Informed students
regarding various
career choices
Process
. Identify alumni employed in different
organization
. Identify recent career fields
17. • Faulty
• Industry
• Students
• Alumnai
Share draft of the competencies for further
improvement.
Appropriateness of competencies and
outcomes statements.
Consult
Stakeholders
18. • core competencies and outcomes are revised in
response to the results of the surveys and focus
groups completed in Step Three.
Core
Competencies
and
Learning
Outcomes
19. The degree specification features five elements
of a degree track:
• Purpose
• Characteristics
• Resulting employability
• Education style
• Program competencies and learning outcomes
Draft Degree
Specifications
22. • Definition
• A scoring tool that lays out the specific expectations for an assessment
task (Stevens & Levi, 2005)
• A set of clear explanations or criteria used to help teachers and
students focus on what is valued in a subject, topic, or activity (Russell,
& Airasian, 2012).
• Components of a rubric:
• Criteria/Indicator
• aspects of an assessment task which the assessor takes into account
when making their judgment
• May use different weightings for different criteria
• Level of Attainment
• often use grade level descriptors
24. Components:
(1) Task description
(2) Assessment criteria
(3) Performance levels
Task Description:
Criteria
1
Criteria
2
Criteria
3
Criteria
4
Total
Level 5
Level 4
Level 3
Level 2
Level 1
Analytic (descriptive) Rubrics
Advantage:
Provides judgment on
each criterion
Disadvantage:
Time consuming to
make
25. Task Description:
Criteria
Level 5 Overall description of Level 5
Level 4 Overall description of Level 4
Level 3 Overall description of Level 3
Level 2 Overall description of Level 2
Level 1 Overall description of Level 1
Holistic Rubrics
• A single scale with all criteria to be included in the evaluation
being considered together
• Based on an overall judgment of student work
Advantage:
Saves time in developing
and scoring
Disadvantage:
Does not provide
specific feedback for
improvement
26. Why Use Rubrics?
For teachers:
• Prompt a criterion-referenced
assessment
• Provide students with detailed and
timely feedback
• Encourage critical thinking
• Facilitate communication with others
involved in scoring
• Help to refine teaching skills/learning
activities
For students:
• Clarify the teacher’s expectations of
student performance
• Provide informative descriptions of
expected performance
• Help to monitor and critique own
work
27. • Well defined
• Clearly describe the expected level of student performance
for each criterion in a rubric
• Avoid general evaluative words (poor, excellent, etc.)
• Use specific objective terms (correctly identifies, uses only
basic vocabulary, chooses incorrect formula… )
• Context specific
• Describe what teachers expect from student for a given
performance or work product on a particular subject domain
• Viable for instruction
Characteristics of Good Rubrics (1)
28. • Finite and exhaustive
• Every response must be scorable
• Too many score levels is confusing for students and causes
disagreement among teacher scores
• Ordered
• Represent the different levels of learning targets as defined
by LP
• Related to Common Core theme/strand
• Coherent with the cognitive complexity of the standards
Characteristics of Good Rubrics
29. • On performance-based tasks:
• extended response items
• projects
• presentations
• portfolios
When to Use Rubrics
30. 1. Reflecting on the task & content
• Learning outcomes of the unit and the particular assessment
• What we want from the students, why we created this assessment,
what our expectations
2. Listing the learning outcomes & expectations
• Focus on the particular details of the task and what specific
learning objectives we expect to see in the completed task
Steps in Creating Rubrics
31. Cont…
3. Grouping & labeling the outcomes & criteria
• Organize the results of reflections, group similar expectations together to
become the rubric Indicators
4. Application of a rubric format
• Apply the templates & descriptions to the final form of the rubrics
Scoring rubrics involve
The specific expectations of an assessment task
A set of clear expectations or criteria, that allows both teachers and students to focus on what is valued in a subject, topic, or activity
The components of a rubric may include
Aspects of a task which may be taken into account when making a judgment about performance ont hat task
Different weightings for different criteria
Levels of attainment (which may include grade level descriptors)
We’ll be talking in the coming pages about two types of rubrics:
Descriptive or analytic
Holistic
As well as when and why we use particular types of rubrics
Scoring rubrics involve
The specific expectations of an assessment task
A set of clear expectations or criteria, that allows both teachers and students to focus on what is valued in a subject, topic, or activity
The components of a rubric may include
Aspects of a task which may be taken into account when making a judgment about performance ont hat task
Different weightings for different criteria
Levels of attainment (which may include grade level descriptors)
We’ll be talking in the coming pages about two types of rubrics:
Descriptive or analytic
Holistic
As well as when and why we use particular types of rubrics
The first of the two types of rubrics we’ll discuss is an analytic (or descriptive) type.
Analytic rubrics allow scoring of a task on several different aspects (or criteria) of the task (for example, grammar and creativity in ELA, or graphical skills and algorithmic correctness in math)
Components include the general task description, descriptions of the criteria, and specific performance level descriptions for each of the criteria.
Such rubrics provide separate judgments for each criteria
Good for diagnostic purposes
Provides more information from larger tasks
However, such rubrics can be time consuming to make, and to use for scoring purposes.
The second type of rubric is a holistic rubric
The holistic type provides a single scale in which all criteria for evaluation are considered together, providing an overall judgment of student work as a whole
Such a rubric is quicker to make and use
However, it does not provide diagnostic feedback for the student as to which components need improvement. It can also be tricky to use if a student is much better at one subskill than another
Rubrics have a number of advantages for both teachers and students.
For teachers
They provide the criteria against which an assessment should be evaluated
They assist in providing a student with detailed and timely feedback about performance
They encourage the teacher’s critical thinking
They facilitate communication with colleagues using the same rubric for scoring
An, they provide feedback that can be used to refine teaching and learning activities
For students
They clarify the teacher’s expectations around assessment
They provide information about the expected performance
And, they can help students to monitor, and to critique, their own work based on the rubric levels
Good rubrics have several characteristics. These include
They are well defined
They clearly define the expected student performance for each level
They use specific objective terms involving behavior, rather than general evaluative terms (which each user of the rubric may define differently)
They are context specific
They define teacher expectations for students for given performances in particular subject domains
This makes them useful for instruction as well as assessment purposes.
Additional components include that
They are finite
No need to make a new scoring category for each new type of response – and every response must be scorable (even those that are off task, or flippant!)
They are exhaustive
There should be a place for every type of response – even irrelevant or flippant types of responses (I think of this as “a place for everything and everything in its place”)
The number of levels is important; we want to differentiate between important level differences, but too many score levels can confuse both students and teachers
They are (at least partially) ordered
The order should represent the different levels of learning targets as represented by the LP
They should be related to the common core theme or strand, and coherent with the cognitive complexity of the standards.
Rubrics are most often used on performance-based tasks, such as extended response items, projects, presentations, or portfolios. They are of course not needed for forced-choice items (like multiple choice or true-false), and are rarely needed for short-answer items.
There are several key steps to designing a rubric for a particular assessment task
First, we need to think about the content, the task, and the students:
What did we intend to teach?
What is the purpose of the assessment?
What we want from our students?
Having done this, we need to list the particular details of the learning outcomes and objectives that we would like to see in an ideal response to a completed task.
We then organize the results, grouping similar expectations together if we are designing an analytic rubric, and determining which expectations are easier and more difficult
Finally, we use a rubric design template to produce the final form of the rubric
