Student Learning Outcomes- Assessing Student Performance

- Checklist, Rating Scales, and Rubrics

Brenda Moore, Georgia Perimeter College

Identify Student Learning

Goals

Design Course / Curriculum to Meet

Goals

Provide Learning Opportunities

Assess Student Learning to Identify Revisions to Courses

or Curriculum

Use Assessment Results to Revise Goals, Teaching

Methodologies, or Curriculum

From Learning Goals to Outcomes

Providing Authentic Assessments

Promote Engagement

Require

Involve

Replicate real lifeEnable

Encourage

Allow

Checklist

Rating Scales

Rubrics

Simplicity of a Checklist

Usefulness: Observing Performance

▪ Short presentations ▪ Class/group discussion▪ On-line Chats

Defining a elements of a simple task/assignment

Tracking student progress overtime

Combination with Rubrics or Rating Scales

Selecting Interview Criteria

Identify Specific Tasks Interview a friend who of the

same gender and similar age, who is sexually active

Explain which contraceptive devices the friend uses and rationale for use

Describe the friends’ sense of responsibility regarding spread of disease and unwanted pregnancies.

Discuss if/how the friend communicates with his/her partner regarding use of contraception.

Interview Checklist (yes/no)Interview Report Criteria

Yes No

Age/Gender/Sexually Active Interviewee

Contraceptives used andRationale included

Sense of responsibilityDiseases and pregnancydiscussed

Communication with partner referenced

Defining Performance

Presentation is 2-3 minutes in length

Limited use notes/slides as talking points and does not read from aids

Speaks clearly, with appropriate volume

Asks for and answers questions as posed by audience

Checklist (yes/no)

Presentation Criteria

Yes No

Presentation is 2-3 minutes in length

Limited use notes/slides as talking points and does not read from aids

Speaks clearly, with appropriate volume

Asks for and answers questions as posed by audience

Class/Group/On-line

•Volunteers

•Includes relevant class concepts

•Asks questions

•Shows respect

Students can take ownership by

assisting with the creation of these

criteria

Advantages Limitations

Ease of use and construction

Close alignment with task

Help you and students identify specific criteria for their tasks and performance.

Do not assess the relative quality of a student's performance

Checklist

Rating Scales

Rubrics

Rating Scales=Added Dimension

Advantages of using rating scales?

Makes grading more consistent and fair

Saves time in the grading process Define student

strengths/weaknesses and level of understanding

Clearly communicates to students expectations and criteria for grading

Rating Scales

INCLUSIONS:

Clear expectations regarding outcomes, and objectives

Identify what that will be graded

For each factor construct a 1-10 point scale

USEFULNESS

Provide judgment about quality and or qualifiers

Using a scale of 1-10 makes the scoring easier and is in keeping with common notions about better performance and higher scores.

Student Presentation – Expectations/Criteria for Grading

5-10 Slides Select one of the nutritional topics (Healthy

Weight, Healthy Eating Plate, Staying Active Preventing Diabetes, What Should I Eat, or Salt and Sodium) highlighted on the Harvard Nutrition Website.

Presentation should be: factual, creative, innovative, appropriate for college audience

Focus on quick messages and visual appeal

Student Presentation – Six Slides

Quick Message/Visual Appeal

Factual/Creative/Appealing

Consistent Images with Factual Messages is an innovative approach

Last Message has visual appeal

References Provided

Participation in Discussion How often does the student

participate in class discussion?

How often does student’s input and participation add dimension and value to class discussion?

Rarely 1/2 Seldom3/4 Sometimes 5/6

Usually 7/8

Always 9/10

l l l l l

Student Report

Organization:

1/2 3/4 5/6 7/8 9/10

Not organized

SomewhatOrganized

Extremely Organized

Checklist

Rating Scales Rubrics

Assessment Rubrics

•Focus on meeting defined •objectives

•Use range to rate• performance

•Contain specific •characteristics defining levels •of achievement

Rubrics - Types

Holistic – quick look at body of work (first impression)

Analytic – specific multidimensional feedback

General – used for a variety of situations

Task specific – one use

Why Rubrics?

ENHANCE TEACHING/ LEARNING ADVANTAGES

Clear expectations – improved performance

Students assess their own work

Creates Clarity Saves time Feedback for teachers

and students

Why Rubrics: Checklist

Rubrics Yes No

Provide clear ,detailed expectations for both student and instructor

Allow for qualitative and quantitative assessment

Easy to grade and justify grading

Allow for assessment of multiple criteria

Utilized to compare student work(s) and reflect progress

Creating Rubrics

Step 1

•Determine Criteria

•Use 3-5 to make it manageable

Step 2

•Determine Performance Levels

•Use Rating scales or Elements of Mastery

Step 3

•Define expectations

•Begin with the best and work backwards

Assignment:Create Contraceptive Advertisement

Inclusions - Criteria 3-4 minute presentation (sales pitch) Defined audience for advertising (teen,

young married couple, parent helping child with options,Couple with family in place)

Use creative language, pictures, strategies

Benefits/strengths of product highlighted and disclaimer mentioned

References (2-3) included in presentation.

Marketing/Sales Pitch ( ) grade Criteria 4-5 points 2-3 points 0-1 points

Facts/statisticsGrade:

Six or more facts and/or statistics are used to support product use

Three to four facts and/or statistics are used to support product use

Few if any facts/or statistics are used to support product use

Benefits StrengthsGrade:

4-5 Benefits and strengths are noted and emphasized

Two or Three Benefits and strengths are noted and emphasized

Little clear mention of benefits and strengths

Audience/CustomerGrade

Presentation is designed to appeal to a well defined audience which is mentioned and repeated

Presentation has some appeal and mention of audience/age, but lacks clear connection

Appeal/mention to audience/age is limited or not present

Creative sales marketingGrade

At least five Creative ideas, pictures or strategies are utilized to convey messages

Presentation is somewhat creative and has appeal but with four creative inclusions

Presentation is lacking creativity and appeal

TimingGrade

Presentation is timed appropriately3-4 minutes

Presentation is too long or two short ( over 1-2 minutes)

ReferencesGrade

2-3 Credible References are noted

1-2 Credible References are noted

Most references are not credible

Specific and Fun

Criteria  Delicious Good Needs Improvement Poor

Number of Chips

Chocolate chip in every bite

Chips in about 75% of bites

Chocolate in 50% of bites Too few or too many chips

Texture ChewyChewy in middle, crisp

on edges

Texture either crispy/crunchy or 50%

uncooked

Texture resembles a dog biscuit

Color Golden brownEither light from

overcooking or light from being 25% raw

Either dark brown from overcooking or light from

undercookingBurned

Taste Home-baked tasteQuality store-bought

tasteTasteless

Store-bought flavor, preservative aftertaste –

stale, hard, chalky

RichnessRich, creamy, high-fat

flavorMedium fat contents Low-fat contents Nonfat contents

Tips for Use

Include a space for your grade on the rubric

Give a copy to students in advance Require students to attach rubric to

their completed assignment Highlight achieved level for each

criteria Make comments on the rubric

Outcomes That Matter Greater student retention

Greater student engagement and enthusiasm

Greater student cooperation

Greater utilization of critical thinking skills a much needed area of improvement

Greater recognition of student understanding and need for content clarification

All have a place in authentic assessments of student learning

Can be modified and/or created to assess a variety of student performances

Clearly answer the student question(s) What am I suppose to do? How am I suppose to do it? How will I be graded?

Checklist

Rating Scales Rubrics

Summary