Develop Measures of Learning
The Best Choice .... according to the experts
RMC Corporation (2002) – Good assessments must:
- be aligned with specific standards and learning targets;
- affect what is important for students to know and be able to do;
- be aligned with instruction;
- have appropriate rubrics or scoring criteria attached that already distinguish between levels of performance
Rationale
You want your assessment to
- Measure student achievement of objectives
- Measure what you teach
- Measure what you expect students to learn
- Communicate clearly what learning is expected
Basic Information
Align assessment tools with objectives
As mentioned in Relate Different Levels of Learning Objectives with Assessment, the defines objectives for your course should determine the scope of measurement.
The chart below gives some examples of defined objectives and assessments which
| Objectives: What are the students expected to do? | Assessment tools: How is it measured? |
|---|---|
| Demonstrate physical skills |
|
| Memorize and recite factual knowledge in a given area |
|
| Use analytic techniques or apply knowledge for analysis or problem |
|
| Synthesize overall content |
|
| Express a change in attitude, feeling or value |
|
Develop measures that can guide students
It's very important to communicate your expectations for students when you develop measures of student learning. You should provide students with more guidance than for example, 5 points for attendance, 10 points for quizzes, 35 for research paper and 50 points for project.
Using Rubrics for Grading
Definition
A rubric is:
"a set of guidelines that state the dimensions to be assessed, accompanied by a set of specific criteria that spell out the required characteristics for each achievement level and then assign corresponding values to these levels." (Wesley 2003)
Some examples includes:
- Grading Rubric on content (scoring guide) - excellent "generic" model for guiding scoring from Jim Washburne, University of Arizona
- Scoring Guide for writing assignments (rubric) - Excellent detailed rubric. Contains short samples of humorous bad writing, from Coward in California
Function of Rubrics
Rubrics can be used as a guideline for different audiences. For instance, they are
- Used by instructors so that they communicate the expectations to themselves and to students. Rubrics also allow instructors to define specific grading criteria they will use.
- Used by teaching assistants to evaluate assignments in order to maintain grading consistency.
- Used by students to evaluate work done by peers and to evaluate their own and fellow team members' contributions to teamwork.
References
Coward (2003). Writing rubric. Retrieved May 14, 2003 from http://www.mrcoward.com/slcusd/rubricwr.html
RMC Research Corporation (2002). Adopt, adapt, or develop assessments that are aligned with and reflect
the performance descriptions and expectations
Retrieved May
14, 2003 from RMC Research Corporation Web site: http://www.rmcdenver.com/useguide/assessme/strategy.htm
Washburne, J. (2000). Grading rubric on content. Retrieved May 14, 2003 from http://www.hwr.arizona.edu/hwr203/about/rubrics.html
Wesley, John (2003) "Definition of Rubrics" from Designing Rubrics for Assessment.
Retrieved Dec 13, 2006 from
http://edtech.tennessee.edu/~itce/5rubrics/02_background/01_definition.htm
Wiggins, G. (no date). Assessment glossary. Retrieved May 14, 2003 from http://www.uwlax.edu/provost/assessment/A_glossary.htm
Additional Links
See Also
Rubrics
- Designing Rubrics for Assessment
- Rubrics and Evaluation Resources - include template rubrics
- Rubrics Resources and Links - Texas Center for Educational Technology
- Grading Rubric on content (scoring guide)
- Scoring Guide for writing assignments (rubric)