Copyright DR JJ, ASERG, UiTM, Shah Alam 1 FSG Dec07... · TLATLA s: Pre-class activity on tasks...
Transcript of Copyright DR JJ, ASERG, UiTM, Shah Alam 1 FSG Dec07... · TLATLA s: Pre-class activity on tasks...
Outcome Based Education 11/10/2011
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email: [email protected], drjjlanita@hotmail .com; [email protected]: http://drjj.uitm.edu.my ; HP#:+60193551621
Koichiro MatsuraPreviousDirector General of UNESCO
EdwardDeBono
email: [email protected], drjjlanita@hotmail .com; [email protected]: http://drjj.uitm.edu.my ; HP#:+60193551621
Lectures & Workshop for Academic Faculty Members. SUNWAY University
Jaafar Jantan aka Dr JJ. Oct 12 th- 13th 2011
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1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping.2. Supports the achievement of PLOs (MOHE LOs) as specified in the Curriculum
Matrix (sheet 6 & sheet 8).3. Specifies the competency level consistent with the Taxonomy identified in
Curriculum Mapping (sheet 10 in the Excel template)4. Specifies the competency level for the Generic Student Attributes identified in
Curriculum Mapping (Sheet 9 in the Excel Template).5. Identifies the learning areas or themes and the competency level attainment for
each theme. Content & standards are developed to ensure attainment of the CLOs.6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping.7. Alternatively, you could have 5 CLOs: 3 CLO for each theme in the combined
cognitive domain (LOTS-LO1 and HOTS-LO3) and the other 2 CLOs as specified in the curriculum mapping. Note that the 3 CLOs for each theme may not necessarily be addressing the same attainment level but the deepest attainment is as specified in the Taxonomy of your curriculum mapping (sheet 10).
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http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
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1.1. Explain Explain the concepts, laws and theories involved in electromagnetic electromagnetic phenomenonphenomenon using the qualitative, visual and quantitative approachqualitative, visual and quantitative approach . (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks frompredetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.�� IndicatorsIndicators :
� Summative- a Test, a CMAP, a Letter to a friend, an Exam� Formative-Quizzes, CMAPs, Letter to a friend,
Course learning outcomes (CLOs) for DrJJ’s Physics P HY412 class and its aligned teaching/learning activities (TLAs)
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2.2. Safely manipulateSafely manipulate equipments used in electricity and magnetism scientific inquiries. (LO2-P3). TLATLAs: Weekly Laboratory tasks. IndicatorsIndicators : Lab Exam
3.3. ConductConduct teaching and learning activities which are constructively aligned (appropriate) with a high school electricity and magnetism learning outcome. (LO2-P4). TLATLAs: Group discussions and cooperation in labs & in class. IndicatorsIndicators : Self-Peer-Instructor scored Macroteaching
4.4. DemonstrateDemonstrate scientific inquiries abilities in electricity and magnetism. (LO3-CTPS3). TLATLAs: Group discussions and cooperation in labs & in class. IndicatorsIndicators : Journal Entries
Course learning outcomes (CLOs) for DrJJ’s Physics P HY412 class and its aligned teaching/learning activities (TLAs)
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Functional Knowledge (what you do with what you know & understand)
Higher order thinking skills (HOTS)
Lower order thinking skills (LOTS)
Complexity increase going from left to right Complexity increase going from left to right –– deeper understandingdeeper understandingCourse: Course: PHY412PHY412
ConductConductMeta-cognition
SafelySafelyExecuteExecute
(manipulate)(manipulate)
Procedural
DemonstrateDemonstrateExplainExplainConceptual
Factual
EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions
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1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and simulation tasks from predetermined softwares followed by face-to-face group and class discussion on outcomes of simulation.
2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.
3.3. CollaborateCollaborate with team members in team-related assessment tasks. (LO5-TS3). TLATLAs: Group discussions and cooperation in labs & in class.
Course learning outcomes (CLOs) for DrJJ’s Physics P HY407 class and its aligned teaching/learning activities (TLAs)
SYLLLLOs
LabExamRubrics
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1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2).� Outcome Element: Explain.� Knowledge Dimensions: Factual, Conceptual & Procedural.� Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral
Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept Maps)
2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving simulation, laboratory tasks in the lab and discussion of results during class discussion.� Outcome Elements: Observe, predict, conduct & discuss� Knowledge Dimensions: Procedural� Assessment Methods: Journal Entries, Laboratories
Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned outcomes indicators
SYLLLLOs
LabExamRubrics
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Functional Knowledge (what you do with what you know & understand)
Higher order thinking skills (HOTS)
Lower order thinking skills (LOTS)
Complexity increase going from left to right – deeper understandingCourse: PHY407
Meta-cognition
Procedural
Conceptual
Factual
EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions
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Questions to be asked in selecting assessment methods:Questions to be asked in selecting assessment methods:
1.1. What CLOs are to be assessed?What CLOs are to be assessed?2.2. Are the assessment methods concerned Are the assessment methods concerned able to address those CLOsable to address those CLOs ??3.3. Will the assessment methods Will the assessment methods encourage students to relate to realencourage students to relate to real --life life
contextscontexts ? ? Are they authenticAre they authentic ? ? 4.4. Are the assessment methods Are the assessment methods practicable with respect to time practicable with respect to time
allowance and available resourcesallowance and available resources ??5.5. Taking the course as a whole, Taking the course as a whole, will the different assessment methods will the different assessment methods
offer a balanced assessment of all the course CLOsoffer a balanced assessment of all the course CLOs ??6.6. Is the assessment Is the assessment workload realistic for teachers and studentsworkload realistic for teachers and students ? ?
Different methods of assessment assess different learning outcomDifferent methods of assessment assess different learning outcomes. es. A range of different methods of assessment may be required to adA range of different methods of assessment may be required to address the dress the range of CLOs of a courserange of CLOs of a course
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Assessing declarativeAssessing declarativeknowledge:knowledge:��Essay examinationsEssay examinations��Multiple choice questionsMultiple choice questions��OpenOpen--book examinationsbook examinations��ClosedClosed--book examinationsbook examinations��Tests and quizzesTests and quizzes��AssignmentsAssignments��Ordered outcome itemsOrdered outcome items��Letter to a friendLetter to a friend��PresentationsPresentations
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
Assessing functioningAssessing functioningknowledge:knowledge:��Projects (individual)Projects (individual)��Projects (group)Projects (group)��PortfoliosPortfolios��PracticumsPracticums��LaboratoriesLaboratories��Reflective journalsReflective journals��Case studiesCase studies��PresentationsPresentations��AssignmentsAssignments
Rapid assessments Rapid assessments methods (for large methods (for large classes):classes):�Concept maps�Venn diagrams�Three-minute essays�Gobbets
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Refer to Univ of Massachusetts –Amherst
“COURSE-Based Review & Assessment Handbook”
�Concepts of Outcome Indicators, Outcome Attributes, Variety of Program Assessment Methods and Course Assessment To ols & the PLO Assessment Matrix
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1. A bulb and a battery are connected by connecting wires, a switch and an ammeter as shown in the figure at right. Once switch S is thrown down, which of the following statement is true about the current at various points A, B, C and D in the circuit. C
B
D
ABa
ttery
6 V
S1
Am
p
A) The current is largest at A. B) The current is largest at B. C) The current is largest at C. D) The current is largest at D. E) The current is the same everywhere. F) The current is the same between A and B and smaller than
between C and D. G) The current is the same between A and B and larger than
between C and D. H) The current is the same everywhere except in the bulb. I) The current is the same everywhere except in the battery. J) None of these is true.
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For the next TWO questions, a second identical bulb is added to the circuit in Question 1, as shown in the figure at right.
A) The current at A is now twice as large as before. B) The current at A is now larger than before but not
twice as large. C) The current at A is the same as before. D) The current at A is now half as large as before. E) The current at A is now smaller than before but not
half as large. J) None of these is correct.
C
B
DA
Battery
6 V
S1
Am
pCompare the current at point A now to the current at point A in question 1 when there was only one bulb.
Explain your answer
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For the next TWO questions, a second identical bulb is added to the circuit in Question 1, as shown in the figure at right.
A) The bulb is brighter than it was before. B) The bulb is just as bright as before. C) The bulb is dimmer than it was before.
C
B
DA
Batter
y 6 V
S1
Am
p
Compare the brightness of the bulb connected between B and C NOW to its brightness before when there was only one bulb in the circuit.
Explain your answer
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As he was talking about MQF, he put up these words that were cirAs he was talking about MQF, he put up these words that were circled and cled and connected these words with other words.. He claimed the linking connected these words with other words.. He claimed the linking between these between these words, a term he coined proposition is a very strong visual reprwords, a term he coined proposition is a very strong visual representation of what is esentation of what is in our mind. He indicated the similarity and difference between in our mind. He indicated the similarity and difference between this so called this so called knowledge representation with the mind map. I wasnknowledge representation with the mind map. I wasn’’tt’’ quite sure what it all meant quite sure what it all meant and then it struck me like a lightning bolt how these very familand then it struck me like a lightning bolt how these very familiar terms I had always iar terms I had always argued with you. Amazingly, they were linked up smoothly in thisargued with you. Amazingly, they were linked up smoothly in this visual visual representation called Concept Maprepresentation called Concept Map…….. Linking 2 terms or concepts together by .. Linking 2 terms or concepts together by using linkwords not only clarify the connection between them butusing linkwords not only clarify the connection between them but also appeared to also appeared to be a scientific claim of some sort..be a scientific claim of some sort..
My dear EF, it has been a while since we last wrote to each otheMy dear EF, it has been a while since we last wrote to each other. So, I decide to r. So, I decide to enlighten you with an interesting character I met today..enlighten you with an interesting character I met today..
He puts on a contagious smile and his outlook is quite dashing IHe puts on a contagious smile and his outlook is quite dashing I must say.. But what must say.. But what I really wanted to share with you today is the new and interestiI really wanted to share with you today is the new and interesting learning ng learning experience I had while with himexperience I had while with him…… Oh, did I mention that he knows CK??... Will write Oh, did I mention that he knows CK??... Will write to you about that in another letter..to you about that in another letter..
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QUIZ: Match the list of concepts below to the appro priate boxes to produce acceptable propositions in answering the focus question “WHAT IS ASSESSEMENT?”
consistency, candidates, values, instrument, valid, skills, relevancy, products, information
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QUIZ: Match the list of concepts below to the appro priate boxes to produce acceptable propositions in answering the focus question “WHAT IS ASSESSEMENT?”
consistency, candidates, values, instrument, valid, skills, relevancy, products, information
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http://drjj.uitm.edu.myBloom LOKI Guide
Simpson PsychomotorDomain
Bloom CognitiveDomain
TLATLA: Collaborative Discussion. : Collaborative Discussion. MaterialsMaterials : Your own program matrix & : Your own program matrix & taxonomy, the CLOs & the relevant syllabus that are used to supptaxonomy, the CLOs & the relevant syllabus that are used to supp ort ort attainment of each PLOs.attainment of each PLOs.
�� ChooseChoose 1 CORE course for your program in Year 1, Year 2 & Year 3 1 CORE course for your program in Year 1, Year 2 & Year 3 respectivelyrespectively
�� identify which PLOs/identify which PLOs/ MOHELOsMOHELOs the courses will support.the courses will support.�� Using the taxonomy matrix, Using the taxonomy matrix, identifyidentify the depth or the cognitive complexity the depth or the cognitive complexity
for each course and using the SS (KI), for each course and using the SS (KI), identifyidentify the depth for the the depth for the KIsKIs ..�� AnalyzeAnalyze the CLOs on its alignment to support attainment for the designathe CLOs on its alignment to support attainment for the designa ted ted
PLOs & PLOs & KIsKIs ..�� Critically reviewCritically review the appropriateness of the syllabus content (topics ) to the appropriateness of the syllabus content (topics ) to
support CLOs attainmentsupport CLOs attainment�� Summarize your review and communicate to the learni ng community.Summarize your review and communicate to the learni ng community.
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ReflectionReflectionReflectionReflection
““““““““The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or
retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths…………………… . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master
the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and
going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in
real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.””””””””
(Jean Piaget, Swiss cognitive psychologist, 1896-198 0)
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An An ““ AA”” studentstudent ’’s responses response : As like a “C” student plus
Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more
A A ““ CC”” studentstudent ’’s responses response could be:Forces are agents of change. Physically, a force can be visually observed as changing the position of a sta tionary object. It also changes either the speed or the dir ection or both if the object was initially in motion.
SYLLTestLab
SYLLTestLab
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Uni-structural - the answer focuses on just one relevant fact.
The statement is true, but it focuses on just one factor that results from the spots, it does not attempt to explain the cause or explore any evolutionary link between the cause and the effect.
`Because it makes them
hard to see when they are
stalking prey.'
Pre-structural –there is no structure to the answer.
1. No attempt to answer the question.
2. The response is irrelevant.
(1) `I don't know.‘(2) `So that they are
different from lions.’
SOLO `level' descriptor
Characteristics of thesample answer
Examples of possibleanswers
Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.
Question: Explain why cheetahs have spots.Question: Explain why cheetahs have spots.
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Multi-structural – the answer is based on several relevant concrete details.
Both the points mentionedare correct, but no attempt
is made to explain them or
relate them.
`The spots are formed by melanin in the skin. Cheetahs have spots so that they will be camouflaged in their normal hunting environment.'
SOLO `level' descriptor
Characteristics of thesample answer
Examples of possibleanswers
Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.
Question: Explain why cheetahs have spots.Question: Explain why cheetahs have spots.
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Relational – the answer focuses on ideas that relate all the relevant details.
The simple biological explanation is correct and some attempt is made to link it to probable evolutionary factors.
`Dark skin areas on animals are produced by melanin. The spread of the melanin is determined by the biological switching on and off a chemical reaction as the embryo develops. In cheetahs, the melanin producing reaction is turned on for just a short time. Cheetahs probably evolved this way after a chance mutation because it suited their untingenvironment.'
SOLO `level' descriptor
Characteristics of thesample answer
Examples of possibleanswers
Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.
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Extended abstract _ the answer uses abstract principles to explain the relations hips and it recognises other possibilities.
The answer contains all the relevant points, briefly explains how they are related, and mentions other abstract ideas that were not part of the original question.
`Dark skin areas are produced by melanin. The size and shape of the embryo during the time when the melanin production is occurring determines whether an animal has spots, stripes or no pattern. The melanin starts at points on the skin and spreads to form spots. Long, thin body parts like the cheetah's tail develop stripes because the spots merge. In evolutionary terms, the spots probably started as a mutation that gave cheetahs an advantage when hunting, so natural selection determined which ones passed on the advantageous genes.
SOLO `level' descriptor
Characteristics of thesample answer
Examples of possibleanswers
Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.
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Extended abstract -the answer uses abstract principles to explain the relationships and it recognises other possibilities.
The answer contains all the relevant points, briefly explains how they are related, and mentions other abstract ideas that were not part of the original question.
(cont) In their particular hunting environment, stripes were not an advantage and that is one reason why mutations such as the ``king'' cheetah are rare in the wild. The skin colours of animals (like cheetahs) are examples of mathematical patterns that can be described with partial differential equations.'
SOLO `level' descriptor
Characteristics of thesample answer
Examples of possibleanswers
Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.
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A rubric is an explicit set of criteria used for assessing a particular type of work or performance. A rubric usually also includes levels of potential achievement for each criterion, and sometimes also includes work or performance samples that typify each of those levels. Levels of achievement are often given numerical scores. A summary score for the work being assessed may be produced by adding the scores for each criterion. The rubric may also include space for the judge to describe the reasons for each judgment or to make suggestions for the author.
A Rubric shows how learners will be assessed and/or graded. In other words, a rubric provides a clear guide as to how ‘what learners do’ in a course will be assessed.
In formal terms - The following definition, taken from the glossary of Understanding Educational Measurement by Peter McDaniel (1994), also provides a standard definition:
A scoring rubric is a set of ordered categories to which a given piece of work can be compared. Scoring rubrics specify the qualities or processes that must be exhibited in order for a performance to be assigned a particular evaluative rating.
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� To produce assessments that are far more descriptive than a single, holistic grade or judgment can be. Instead of merely saying that this was a "B- paper," the rubric-based assessment describes the quality of work on one or more criteria. For example, an English paper might be assessed on its use of sources, the quality of the academic argument, and its use of English (among other criteria). A department's strategic plan might be assessed using a rubric that included the clarity of its learning goals for students, the adequacy of staffing plans, the adequacy of plans for advising, and other criteria.
� To let those who are producing work ("authors") know in advance what criteria judge or judges will apply to assessing that work
� To provide a richer and more multidimensional description of the reasons for assigning a numerical score to a piece of work. (See, for example, these rubrics created with Flashlight Online -- each criteria is described in 2-3 different but parallel ways.)
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� To enable multiple judges to apply the same criteria to assessing work. For example, student work can be assessed by faculty, by other students and by working professionals in the discipline. If a rubric is applied to program review, a panel of visiting experts could use the same rubric to assess the program's performance. (Both of these uses of rubrics are being developed at Washington State University.)
� To enable authors to elicit formative feedback (e.g., peer critique) for drafts of their work before final submission;
� To help authors understand more clearly and completely what judges had to say about their work
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� To enable comparison of works across settings. For example, imagine an academic department trying to develop skills A-G among their students. One first year course focuses on teaching goals A, B, and D, while another first year course teaches A, C, and E. One second year course is trying to deepen skill B while introducing skill E. And so on. If faculty use the same rubrics and then pool data (which can be done with Flashlight Online), the department can monitor student progress as they work toward graduation. It's a far more informative way to assess student progress and guide changes in the curriculum than to monitor student GPAs: faculty can see which skills are developing as hoped, and where there are systemic problems in teaching and learning
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In what circumstances should one not use rubrics, o r be cautiousabout their use?
� Rubrics apply the same, preset criteria to each piece of work being assessed. It may not be appropriate to use rubrics if an assessor were tosay of two different pieces of work. "They have absolutely nothing in common but they are each excellent, in different ways."
� Rubrics are ordinarily created in advance, in order to let authors know in advance how their work will be judged. But that's not always appropriate. Sometimes judges prefer to create criteria inductively, after seeing the work. In those instances, it may still be appropriate to create the rubric as the works are being judged. The rubric would then be used to help assure that the works are being judged consistently and to communicate the reasoning to the authors.
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Bigg’s Curriculum and Instruction Course
Grading will be based on your attaining the following CLOs
1. Demonstrate that you correctly understand and can apply the principles of good teaching and assessment to chosen contexts.
2. Demonstrate a knowledge of selected aspects of curriculum design and management and how they relate to the educational system in Hong Kong.
3. Show how the content and experiences in this course may enhance your effectiveness as an Education Practitioner (EP).
4. Show evidence of reflective decision-making.
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BiggBigg’’ ss Curriculum and Instruction CourseCurriculum and Instruction CourseFinal grades will depend on how well you can demonstrate that yoFinal grades will depend on how well you can demonstrate that you have u have
met all the ILOs:met all the ILOs:
A (70+): awarded if you have clearly met all the ILOs, displaying deep knowledge of the base content, original and creative thinking, perhaps going beyond established practice.
B (60-69): awarded when all ILOs have been met very well and effectively.
C (50-59): awarded when the ILOs have been addressed satisfactorily, or where the evidence is strong in some ILOs, weaker but acceptable in others.
F Less than C, work plagiarised, not submitted.
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The majority of the entries are virtually incomprehensible.1
The reader finds many of the entries difficult to understand, and/or many entries are simplistic and/or repetitious.
2
There is some use of appropriate verb tenses and correct Spanish structure and vocabulary but incorrect usage and/or vocabulary interferes with the reader's comprehension.
3
The content of the journal is by and large comprehensible. Although there are errors, verb tenses sentence structure, and vocabulary are in the main correctly used. The author has taken some chances, employing sentence structures or expressing thoughts that are on the edge of what we have been studying. The entries are varied in subject and form.
4
QualityScale
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Identifies function or brand name, but not both; lacks design information or is misleading
2-Emergent
Is patterned after another discipline or missing1-Failed
Identifies function, brand name, but does not allow reader to anticipate design
3-Competent
Is appropriate in tone and structure to science journal; most descriptors present; identifies function of experimentation, suggests design, but lacks brand name
4-Proficient
Is appropriate in tone and structure to science journal; contains necessary descriptors, brand names, and allows reader to anticipate design
5-Expert
QualityScale
Grading Sheet for Scientific Experiment in Biology Capstone Course, by Virginia Johnson Anderson, Towson University, Towson, MD. http://www.tltgroup.org/resources/Flashlight/Rubrics.htm
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* adapted from Schreyer Institute for Innovation in Learning** scoring/feedback sheets designed to be used with a full descriptive rubric (e.g. course grading). http://www.tltgroup.org/resources/Rubrics.htm
Designed to provide detailed guidance regarding a specific assignment or task
are unique to a task/assignment
Task-specific
Designed to provide general guidance as to expectations, such as for grading of written assignments
contain criteria that are general across tasks
General
To break assignments or scores down into separate components for grading (description, analysis, grammar, references, etc.)
provide specific feedback along several dimensions
Analytic
To provide overall evaluation guidelines that clarify how grades relate to performance/achievement, such as in course grades
provide a single score based on an overall impression of learner achievement on a task.
Holistic
Focal UsePurpose/Distinction*Types
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Based on the work of Bonnie B. Mullinix. http://www.tltgroup.org/resources/Rubrics.htm
Creating a Rubric – Key Steps1. Identify the type and purpose of the Rubric - Consider what you want to apply
assess/evaluate and why (diagnostic, formative, summative)2. dentify Distinct Criteria to be evaluated - Develop/reference the existing
description of the course/assignment/activity and pull your criteria directly from your objectives/expectations. Make sure that the distinction between the assessment criteria are clear.
3. Determine your levels of assessment - Identify your range and scoring scales. Are they linked to simple numeric base scores? Percentages? Grades or GPAs?
4. Describe each level for each of the criteria, cle arly differentiating between them - For each criteria, differentiate clearly between the levels of expectation. Whether holistically or specifically, there should be no question as to where a product/performance would fall along the continuum of levels. (Hint: Start at the bottom (unacceptable) and top (mastery) levels and work your way “in”).
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Creating a Rubric – Key Steps5. Involve learners in development and effective use of the Rubric - Whether it
is the first time you are using a particular rubric or the 100th time, learner engagement in the initial design or on-going development of the assessment rubric helps to increase their knowledge of expectations and make them explicitly aware of what and how they are learning and their responsibility in the learning process.
6. Pre-test and retest your rubric - A valid and reliable rubric is generally developed over time. Each use with a new group of learners or a colleague provides an opportunity to tweak and enhance it.
Based on the work of Bonnie B. Mullinix. http://www.tltgroup.org/resources/Rubrics.htm
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http://drjj.uitm.edu.my
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52
51
54
51
47
51
Sum100
15
15
5
20
10
15
Lab20
C-255511Bulat
C155522Dolah
C307822Jamal
C158922Mamat
15
25
Final50
9
2
Test110
9
8
Test210
C22Zaki
C0.50.5Aishah
GradeQuiz2
5
Quiz1
5
Students
What outcomes were addressed?
Were the instruments valid & reliable?
Was the test fair?
How similar and how different is the learning attainment between Aishah, Dolah, Jamal, Mamat& Zaki?
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52
51
51
51
47
51
Sum100
15
15
5
20
10
15
Lab20
C-255511Bulat
C155522Dolah
C402211Jamal
C158922Mamat
15
25
Final50
9
2
Test110
9
8
Test210
C22Zaki
C0.50.5Aishah
GradeQuiz2
5
Quiz1
5
Students
What outcomes were addressed?
Were the instruments valid & reliable?
Was the test fair?
How similar and how different is the learning attainment between Aishah, Dolah, Jamal, Mamat& Zaki?
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1.1. Grading should be outcomes based (Grading should be outcomes based ( OBGOBG). Grades are awarded to ). Grades are awarded to reflect the level of understanding /performance ach ieved in relareflect the level of understanding /performance ach ieved in rela tion to tion to the the ILOsILOs to be assessedto be assessed . .
2.2. It is important to remember that it is the students ' It is important to remember that it is the students ' achievement of the achievement of the LLOsLLOs (CLOs) that is to be assessed and graded not their performance (CLOs) that is to be assessed and graded not their performance on the assessment tasks themselveson the assessment tasks themselves ..
3.3. FeedbackFeedback should be should be specific to the specific to the LLOsLLOs (CLOs)(CLOs) to enhance learning.to enhance learning.
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In OBTL, the results on particular assessment tasks are results on particular assessment tasks are not combined to form a gradenot combined to form a grade . Grading criteria are based Grading criteria are based on the on the ILOsILOs , not the assessment tasks, not the assessment tasks .
Conversion to final grade from performance on the I LOscan be analytic or holistic
If analytic, draw up a proforma, with a set of rubr ics, telling you (and the student) why you graded the ILO as you did on the evidence.
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Curriculum Objectives and CLOsCurriculum Objectives and CLOsexpressed as verbs students have to enactexpressed as verbs students have to enact
AAThe very best understanding that could beThe very best understanding that could bereasonably expected: reasonably expected: verbs such as verbs such as hypothesise, apply to hypothesise, apply to ““ farfar ”” domains, domains, generate, relate to principle, etc.generate, relate to principle, etc.
BBHighly satisfactory understanding: Highly satisfactory understanding: verbsverbssuch as explain, solve, understand mainsuch as explain, solve, understand mainideas, analyze, compare, etc.ideas, analyze, compare, etc.
CCQuite satisfactory learning, with underQuite satisfactory learning, with under--standing at a declarative level: standing at a declarative level: verbs such verbs such as elaborate, classify, cover topics as elaborate, classify, cover topics a a to to n,n,
DDUnderstanding at a level that would Understanding at a level that would warrant a Pass: warrant a Pass: low level verbs, alsolow level verbs, alsoinadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.
Teaching / LearningTeaching / LearningActivitiesActivities
Designed toDesigned toelicit desired elicit desired verbsverbs
May be:May be:
TeacherTeacher--controlledcontrolled
PeerPeer--controlledcontrolled
SelfSelf--controlledcontrolled
as best suits contextas best suits context
Assessment TasksAssessment Tasks
FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.
CriteriaCriteria clearly allowclearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance
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Final grade converted into letter grade from the un iversity's own table
Final grade = ∑ individual CLO grade-point/ ∑weightings
x1CLO4
x1CLO3
Similar categories for ILO1x2Able to
explainCLO2
Aware plus apply
original theory
Aware of self, can improve
Aware of self, no theory
Barely, no theoryx3
Able to reflectCLO1
WeightageCLO
443.73.332.72.321.71
A+AA-B+BB-C+CC-D
Student's RatingExcellentGoodAdequateMarginal
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BiggBigg’’ ss Curriculum and Instruction CourseCurriculum and Instruction CourseFinal grades will depend on how well you can demonstrate that yoFinal grades will depend on how well you can demonstrate that you have u have
met all the ILOs:met all the ILOs:
A (70+): awarded if you have A (70+): awarded if you have clearly met all the ILOsclearly met all the ILOs, displaying deep , displaying deep knowledge of the base content, original and creative thinking, pknowledge of the base content, original and creative thinking, perhaps erhaps going beyond established practice.going beyond established practice.
B (60B (60--69): awarded when 69): awarded when all ILOsall ILOs have been met very well and have been met very well and effectively.effectively.
C (50C (50--59): awarded when the 59): awarded when the ILOs have been addressed satisfactorilyILOs have been addressed satisfactorily, , oror where the evidence is strong in some ILOswhere the evidence is strong in some ILOs, , weaker but acceptable in weaker but acceptable in othersothers..
F Less than C, F Less than C, work plagiarised, not submittedwork plagiarised, not submitted..
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Consider: Consider: Are all CLOs being addressed?Are all CLOs being addressed?Is there a balanced coverage of the CLOs?Is there a balanced coverage of the CLOs?
√√√√
AT4Lab Exam
(3 hrs)1
√√√√√√√√CLO3 (11): 11%11%
AT4Lab Journal
(6 hrs)1
√√√√
√√√√
AT5Macro Teaching
(20 hrs)1
CLO3 (11): 36%36%
CLO2 (11): 6%6%
CLO1 (44): %%
LOs SLTs &
Weightage
√√√√√√√√√√√√√√√√
AT4Finals
(12 hrs)1
AT3Tests(4 hrs)
1
AT2L2F
(3 hrs)1
AT1CMAP(9 hrs)
1
Is this what you want?Is this what you want?
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Consider: Consider: Are all CLOs being addressed?Are all CLOs being addressed?Is there a balanced coverage of the CLOs?Is there a balanced coverage of the CLOs?
√√√√
AT4Lab Exam
(3 hrs)1
√√√√√√√√CLO3 (11): 11%11%
AT4Lab Journal
(6 hrs)1
√√√√
√√√√
AT5Macro Teaching
(20 hrs)1
CLO3 (11): 36%36%
CLO2 (11): 6%6%
CLO1 (44): 47%47%
LOs SLTs &
Weightage
√√√√√√√√√√√√√√√√
AT4Finals
(12 hrs)1
AT3Tests(4 hrs)
1
AT2L2F
(3 hrs)1
AT1CMAP(9 hrs)
1
Is this what you want?Is this what you want?
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http://www.tedi.uq.edu.au/teaching/assessment/downl oads.html#assessment
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http://drjj.uitm.edu.myBloom LOKI Guide
Simpson PsychomotorDomain
Bloom CognitiveDomain
TLATLA: Collaborative Discussion. : Collaborative Discussion. MaterialsMaterials : Your own program matrix & : Your own program matrix & taxonomy, the CLOs & the relevant syllabus that are used to supptaxonomy, the CLOs & the relevant syllabus that are used to supp ort ort attainment of each PLOs.attainment of each PLOs.
�� ChooseChoose 1 CORE course for your program in Year 1, Year 2 & Year 3 1 CORE course for your program in Year 1, Year 2 & Year 3 respectively.respectively.
�� Critically reviewCritically review the assessment tasks chosen, the weightage given fo r the assessment tasks chosen, the weightage given fo r each task and the each task and the SLTsSLTs for the tasks.for the tasks.
�� Create a rubric to score and grade the task (perfor mance criteriCreate a rubric to score and grade the task (perfor mance criteri a & grading a & grading criteria)criteria)
�� Summarize your review and communicate to the learni ng community.Summarize your review and communicate to the learni ng community.
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http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
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Complexity increase going from left to right Complexity increase going from left to right –– deeper deeper understandingunderstanding
Course: Course: PHY407PHY407
MetaMeta--cognitioncognition
ProceduralProcedural
ExperimentExplainConceptualConceptual
√√√√FactualFactual
EvaluateEvaluateSynthesisSynthesisAnalyzeAnalyzeApplyApplyUnderUnder --standstand
ReRe--membermember
Knowledge Knowledge DimensionsDimensions
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�Assignment [F, S]
�Mini project [F, S]
�Case Study [F, S]
�Problem-Based
Learning [F, S]
�Oral Presentation [F, S]
Students prepare a
detail budget to
organise a
departmental level
social event
1.Cognitive
�Critical Thinking
& Problem
Solving
2.Procedural
3.Apply
�Execute
Prepare a budget to
organise a departmental
level social event
�Quizzes [F]
�Concept Maps [F, S]
�Written Test [S]
�Written Final Exam [S]
�Oral Presentation [F, S]
�Assignment [F, S]
�Mini project [F, S]
Students explain a
scientific physical
model for a head-on
and for a side-impact
collision between 2
motorised vehicles of
various weights.
1.Cognitive
• Knowledge of
the discipline.
2.Conceptual
3.Understand
• Explain
Construct a scientific
physical model
representing a head-on
and a side-impact collision
between 2 motorised
vehicles of various
weights.
Assessment Task /
Instrument (Formative
[F] & Summative [S])
Evidence of Outcome
Attainment
1.LO Domains
2.Types of Knowledge
3.Complexity of
cognitive processes
Examples of Course
Learning Outcome
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�Mini project [F, S]
�Case Study [F, S]
�Problem-Based
Learning [F, S]
�Oral Presentation [F, S]
Students diagnose
strength and
weaknesses of
evidences submitted
by the prosecuting
team in a mock trial.
1.Cognitive
�Critical Thinking
& Problem
Solving
2.Conceptual
3.Analyse
�Attribute
Diagnose strength and
weaknesses of evidences
submitted by the
prosecuting team in a
mock trial.
�Assignment [F, S]
�Mini project [F,S]
�Case Study [F, S]
�Problem-Based
Learning [F, S]
�Oral Presentation [F, S]
Students predict the
quantity and quality
of energy gain or lost
in a building when
the daytime and
nightime outside
temperature
fluctuates between
15οοοοC and 40οοοοC.
1.Cognitive
�Critical Thinking
& Problem
Solving
2.Procedural
3.Apply
�Implement
Predict the quantity and
quality of energy gain or
lost in a building when the
daytime and nightime
outside temperature
fluctuates between 15οοοοC
and 40οοοοC.
Assessment Task /
Instrument (Formative [F]
& Summative [S])
Evidence of Outcome
Attainment
1.LO Domains
2.Types of Knowledge
3.Complexity of
cognitive processes
Examples of Course
Learning Outcome
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�Assignment
�Mini project
Explain how a
business plan will
produce 30% profit
margin in the first
year.
1. Cognitive
�Knowledge of
the discipline.
2.Conceptual
3.Understand
�Explain
Explain how a business
plan will produce 30%
profit margin in the first
year.
�Lab Practicals [F]
�Lab Exam [S]
�Mini project [F, S]
�Problem-Based
Learning [F, S]
Students construct a
4-loop circuit with
independent current-
control mechanism
that will automate
turning on and off
each bulb in the loop
1.Practical Skills.
2.Procedural
3.Apply
�Execute
Construct a 4-loop circuit
with independent current-
control mechanism that
will automate turning on
and off each bulb in the
loop
Assessment Task /
Instrument (Formative
[F] & Summative [S])
Evidence of Outcome
Attainment
1.LO Domains
2.Types of Knowledge
3.Complexity of
cognitive processes
Examples of Course
Learning Outcome
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•Team Assignment [F, S]
•Mini project [F, S]
•Problem-Based Learning
[F, S]
•Self assessment [S]
•Peer Assessment [S]
Students
demonstrate respect
and collaboration in
team-related tasks.
1.Affective
�Teamwork
2.Metacognitive
3.Apply
�Execute
Demonstrate respect and
collaboration in team-
related tasks.
Assessment Task /
Instrument (Formative
[F] & Summative [S])
Evidence of Outcome
Attainment
1.LO Domains
2.Types of Knowledge
3.Complexity of
cognitive processes
Examples of Course
Learning Outcome
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Instrument: FCI - Q15Sebuah lori mengalami kerosakan dan menerima tolakan daribelakang oleh sebuah kereta kecil untuk menghantarnya ke bandarseperti yang digambarkan di bawah.
15.Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuan seragam;
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Instrument: FCI - Q15
(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalahsama dengan daya lori menolak kereta
(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalahlebih kecil berbanding dengan daya lori menolak kereta
(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalahlebih besar berbanding dengan daya lori menolak kereta
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Comparing Pre (N=1354) & Posttest (N=1145) FCI chan ge in scores for question 15 . Answer is A.
0%
10%
20%
30%
40%
50%
60%
70%
80%
Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E
Answer Options for P re & P ost Test
Pre APost APre BPost BPre CPost CPre DPost DPre EPost E
Instrument: FCI - Q15
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Example (Phase Change Question)
•Young Researchers CAS 2006, Selangor, 13 th -14th June, 2006
• CCI Item #10
(A) higher? (65%)(B) lower? (8%)(C) the same? (27%)
After the ice melts, will the water level be:
Two ice cubes are floating in water:Ice
Water
Scientific Belief is C: 27%. N=1235
Commonsense belief is A: 65%. N=1235
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a) Charge quantizationb) Coulomb force.c) Electric potential.d) Charging by contact.
Provide a brief conceptual description for the foll owing:
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a) State the amount of charge, in terms of e, for ea ch metal sphere and determine the total amount of char ge for the system of 3 metal spheres.
b) Obtain the amount of charge for each sphere when sphere A and sphere B are touched. Then determine the total amount of charge for the system of 3 meta l spheres. Provide a qualitative explanation for your answer.
c) After the process in part (ii) above, obtain the amount of charge for each sphere when sphere B is now brought close to sphere C without touching it. Then determine the total amount of charge for the system of 3 metal spheres. Provide a qualitative explanation for your answer.
Figure 1 shows a system of three identical metal sp heres with the charges as shown. Each charge (+) or (-) represents the charge of an electron, e = 1.67x10 -19 C.
A B C
Figure 1
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a) Draw and label the electric force diagram, F 12, F13 exerted on charge q1 by charge q 2 and by charge q 3 respectively.
b) Draw and label the electric field lines E 1 (created by charge q 1), E2 (created by charge q 2) and E3 (created by charge q 3) at point A and point B respectively,
c) Write down the magnitudes (strength) of the Coulomb’s for ces, F12, and F 13 in terms of the electric constant k, the charge q and the separation d. (remember to use subscripts to label the charges)
d
d
d
A
Bd
q3
q1
q2
Figure 2
Figure 2 shows a configuration of charged particles q1=+q, q2= +q, and q3= -q. The charges are separated by the distance s shown. Point B is at a distance d below charge q1 and point A is halfway between charges q1 and q2.
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� involves real-world problems that mimic the work of professionals� includes open-ended inquiry and higher order thinking skills� engages students in social learning.� empowers students by choice to direct their own learning.
Authentic Assessment Toolbox.. http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
An authentic assessment task has four main components Rule (2006). It:
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� involves real-world problems that mimic the work of professionals� includes open-ended inquiry and higher order thinking skills� engages students in social learning.� empowers students by choice to direct their own learning.
Authentic Assessment Toolbox.. http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
What do you look for when scoring or judging assessment tasks??
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OutcomeOutcome : Upon completion of this unit, the student will be able to conduct banking transactions.
The authentic taskauthentic task this teacher assigned to students to assess the standard was to:make depositsmake deposits , withdrawals or cash checks at a bankwithdrawals or cash checks at a bank .
� Selects needed form (deposit, withdrawal)� Fills in form with necessary information� Endorses check� Locates open teller� States type of transaction� Counts money to be deposited to teller� Puts money received in wallet
CriteriaCriteria for good performance on this task:
Authentic Assessment Toolbox.. http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
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Mathematics Outcome: Upon completion of this unit, students will be able to:� measure quantities using appropriate units, instruments, and methods;� setup and solve proportions;� develop scale models;� estimate amounts and determine levels of accuracy needed;� organize materials;� explain their thought process.
Authentic Task: Arranging A RoomAuthentic Task: Arranging A Room .You want to rearrange the furniture in some room in your house, but your parents do not think it would be a good idea. To help persuade your parents to rearrange the furniture you are going to make a two dimensional scale model of what the room would ultimately look like.
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1. You first need to measure the dimensions of the floor space in the room you want to rearrange, including the location and dimensions of all doors and windows. You also need to measure the amount of floor space occupied by each item of furniture in the room. These dimensions should all be explicitly listed.
2. Then use the given proportion to find the scale dimensions of the room and all the items.3. Next you will make a scale blueprint of the room labeling where all windows and doors are
on poster paper.4. You will also make scale drawings of each piece of furniture on a cardboard sheet of paper,
and these models need to be cut out.5. Then you will arrange the model furniture where you want it on your blueprint, and tape them
down.6. You will finally write a brief explanation of why you believe the furniture should be arranged
the way it is in your model.
Your models and explanations will be posted in the room and the class will vote on which setup is the best
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� accuracy of calculations;� accuracy of measurements on the scale model;� labels on the scale model;� organization of calculations;� neatness of drawings;� clear explanations.
Finally, the criteria which the teacher identified as indicators of good performance on the Rearrange the Room task were:
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Examples of authentic assessment tasks
Software EngineeringSoftware Engineering (second year task).(second year task). Design a software programDesign a software program to suit a client brief. Present it as a series of Present it as a series of ‘‘deliverablesdeliverables ’’ to the clientto the client (the tutor) in an industry template for feedback. Refine each deliverable and adapt the software (if necessary) based on client feedback. Present the completed package with supporting docume ntation to tPresent the completed package with supporting docume ntation to t he clienthe client .
DieteticsDietetics (third year task).(third year task). Create a presentationCreate a presentation about how to cook nutritious inexpensive food for a group of very young mothers with low literacy and numeracy levels. The presentation is to be in a local community hall during the day. LiaiseLiaise with the social workers in the area to ensure you are briefed fully about any additional features you need to take account of when preparing your presentation. DocumentDocument feedback from the audience and evaluateevaluate your presentation.
UTAS Task Design-Authentic Assessment. http://www.teaching-learning.utas.edu.au/assessment/authentic-assessment
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UTAS Task Design-Authentic Assessment. http://www.teaching-learning.utas.edu.au/assessment/authentic-assessment
Examples of authentic assessment tasksMedicineMedicine (third year task).(third year task). As part of your Objective Structured Clinical Examination (OSCEs) or Clinical Skills Assessment, you are to interview a series of patientsinterview a series of patients (GPs who have will present with different symptoms) to ascertain what their symptoms are and make a diagnosis make a diagnosis and possible treatmentand possible treatment . Each patient will rate you on both your personal and clinical skills. Each interview is to be no more than 10 minutes
NursingNursing (second year).(second year). In the exam, you will be presented with two realistic scenarios about aged care. In each, a synopsis is provided that refers to some, but not all aspects of the scenario. Your role, as part of a team of health professionals, is to interpret the scenarios and interpret the scenarios and answer questionsanswer questions that focus on various management issues associated with care of the aged persons. As well, you are expected to demonstrate knowledgedemonstrate knowledge of which health services and other care providers are relevantare relevant in each scenario, as well as offer adviceoffer advice to the families involved.
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Examples of authentic assessment tasks
Agricultural ScienceAgricultural Science (first year).(first year). On a field trip to 4 different farms, you are to interviewinterview the farmer and ask them questionsask them questions about what sustainable practices they are using. You are to collate your notes of the interviews and observatio nscollate your notes of the interviews and observatio ns of the farms into a report. The report evaluates the extent of each farm’s sustainable practices based on given criteria.
AccountingAccounting (Masters).(Masters). Carry outCarry out a feasibility study for a hypothetical small business to determine its potential viability. This requires you to calculate and correctly set out datacalculate and correctly set out data , then analyseanalyse and interpretand interpret it while taking into account assumptions and limitations. The report to report to the clientthe client includes the results of the feasibility study and justifies your recommendations. It is to be written in language the client can understand and be presented in the given ‘professional’format.
UTAS Task Design-Authentic Assessment. http://www.teaching-learning.utas.edu.au/assessment/authentic-assessment
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LO4: Wt 1
LO3: Wt 1
LO2: Wt 2
LO1: (Explain)
Wt 3 = 38%
samesamesamesame
As in “Good” but provides views on
Possible alternative causes and/or results
depending on change of conditions. Able to link current reasoning to situations in real life
professional contexts
Able to identify a full range of relevant points with details supported by relevant literature.
Points are organized to provide a
comprehensive and cohesive reasoning of
causality
Able to identify a number of relevant points with some details. Use these points to provide a fair reasoning or
causality No evidence of a
comprehensive overview of reasoning or
causality.
Able to identify and briefly write
about limited points. Very little evidence of using
these points to provide reasoning
to why they are interrelated.
Excellent
A- A A+
Good
B- B B+
Adequate
C- C C+
Marginal
D
Final grade = sum of individual ILO grade-point/ ∑weightings∑
∑=
==LO
LO
L
Weightage
GPAGrade
4
10
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http://www.flaguide.org/extra/download/cat/perfass/perfass.pdf
No attempt or meaningful effort obvious.1, F
Student is not able to complete all aspects of task or is not able to sufficientlyprovide information about the equipment used or objects observed.
2, C
Student completes all aspects of task and provides descriptive informationabout the equipment and objects observed.
3, B
Student completes all aspects of task quickly and efficiently and is able toanswer questions about the equipment used and objects observed beyond what isobvious. The tasks are:1. align telescope mount with north celestial pole;2. align finder telescope with primary telescope;3. center on target object;4. select and focus appropriate eyepiece;5. provide information about the target beyond the literal descriptive level; and6. answer questions about the target correctly.
4, A
QualityScale
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.
Grading for Biggs’ The Nature of Teaching and Learni ng Course
A Able to reflect, self-evaluate realistically, able to formulate and apply theory to problematic classroom situations, clear mastery of course contents.
B Can apply theory to practice, a holistic understanding of course and components, barely failed A.
C Can explain the more important theories, can describe other topics acceptably, barely failed B.
D Can only explain some theories, barely failed C.F Less than D; plagiarism.
Each letter grade represents a qualitatively different level of thinking, as follows:
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1. Note that LLOs are Direct measures of attainment.2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and the
evidence is gathered through attainment of CLOs but direct measurement is made by attainment of LLOs.
3. Best to have not more than 5 LLOs (a practical, achievable & measurable number range between 3-5 LLOs, for each 1-hour Face-2-Face Lesson.
4. Have LLOs for all the CLOs to be able to gather direct evidence for the CLO attainment.
(Don(Don ’’ just focus on the cognitive attainment but attainme nt of just focus on the cognitive attainment but attainme nt of ALL the CLOsALL the CLOs ……))
SYLLLLOs
LabExamRubrics
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1. Explain the concepts of electrons, protons, charged objects, charged up, gaining charge, losing charge, charging by contact, charging by induction, grounding, charge quantization, charge conservation, conductors and insulators.
2. Describe the motion of point charges when placed near another charged object.
3. Relate the motion of charges to a force and state Coulomb’s Law.4. Explain, qualitatively, how the direction and the strength of this force
changes with magnitude of the charges and the distance between the charges.
5. Draw a force diagram to a system of point charges and obtain thedirection and magnitude of the resultant force acting on a point charge due to the presence of other point charges.
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1. Draw the electric force diagram exerted by one point charge onto another and describe the motion of charges in the presence of another point charge.
2. Describe how the strength of the force changes when the distance between the charges is varied.
3. Describe and produce a model for the electrical force in terms of the strength and direction that are acting between point charges.
4. Add and subtract forces vectorially and obtain the resultant force acting on a charged particle.
5. Describe and draw the electric field patterns created by a point charge.6. Determine the strength of the electric field surrounding a point charge.7. Produce a model for the electric field produced by point charges.8. Describe and draw the electric field patterns surrounding two like point charges
and two unlike point charges.
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At the end of this activity students will be able to:
1. Draw the electric force diagram representing a force exerted by one point charge onto another and describe the motion of charges in the presence of other point charges.
2. Describe the cause of motion between point charges.3. Describe and produce a model of the force in terms of the
strength and direction that are acting on and by a point charge and on and by many point charges.
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At the end of this activity students will be able to:
4. Describe and draw the electric field patterns created by point charges surrounding a point charge.
5. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges.
6. Measure the strength of an electric field produced by a point charge at various localities and produce a mathematical model of the strength.
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At the end of this activity students will be able to:
Draw the electric force exerted by one point charge onto another, describe the motion of charges in the presence of other point charges and compare the differences between the observed force diagrams (strength and direction) for charged particles placed at a variety of position from another charged particle.
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Instrument: CSEM – Q7
Bef:61%, Aft:37%
Bef:9%, Aft:10%
Bef:15%, Aft:23%
Bef:9%, Aft:13%
Bef:6%, Aft:17%
CRI=2,3
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1. Explain the concepts of electrons, protons, charged objects, charged up, gaining charge, losing charge, charging by contact, charging by induction, grounding, charge quantization, charge conservation, conductors and insulators.
2. Describe the motion of point charges when placed near another charged object.
3. Relate the motion of charges to a force and state Coulomb’s Law.4. Explain, qualitatively, how the direction and the strength of this force
changes with magnitude of the charges and the distance between the charges.
5. Draw a force diagram to a system of point charges and obtain thedirection and magnitude of the resultant force acting on a point charge due to the presence of other point charges.
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1. Draw the electric force diagram exerted by one point charge onto another and describe the motion of charges in the presence of another point charge.
2. Describe how the strength of the force changes when the distance between the charges is varied.
3. Describe and produce a model for the electrical force in terms of the strength and direction that are acting between point charges.
4. Add and subtract forces vectorially and obtain the resultant force acting on a charged particle.
5. Describe and draw the electric field patterns created by a point charge.6. Determine the strength of the electric field surrounding a point charge.7. Produce a model for the electric field produced by point charges.8. Describe and draw the electric field patterns surrounding two like point charges
and two unlike point charges.
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a) Charge quantizationb) Coulomb force.c) Electric potential.d) Charging by contact.
Provide a brief conceptual description for the foll owing:
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a) State the amount of charge, in terms of e, for ea ch metal sphere and determine the total amount of char ge for the system of 3 metal spheres.
b) Obtain the amount of charge for each sphere when sphere A and sphere B are touched. Then determine the total amount of charge for the system of 3 meta l spheres. Provide a qualitative explanation for your answer.
c) After the process in part (ii) above, obtain the amount of charge for each sphere when sphere B is now brought close to sphere C without touching it. Then determine the total amount of charge for the system of 3 metal spheres. Provide a qualitative explanation for your answer.
Figure 1 shows a system of three identical metal sp heres with the charges as shown. Each charge (+) or (-) represents the charge of an electron, e = 1.67x10 -19 C.
A B C
Figure 1
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a) Draw and label the electric force diagram, F 12, F13 exerted on charge q1 by charge q 2 and by charge q 3 respectively.
b) Draw and label the electric field lines E 1 (created by charge q 1), E2 (created by charge q 2) and E3 (created by charge q 3) at point A and point B respectively,
c) Write down the magnitudes (strength) of the Coulomb’s for ces, F12, and F 13 in terms of the electric constant k, the charge q and the separation d. (remember to use subscripts to label the charges)
d
d
d
A
Bd
q3
q1
q2
Figure 2
Figure 2 shows a configuration of charged particles q1=+q, q2= +q, and q3= -q. The charges are separated by the distance s shown. Point B is at a distance d below charge q1 and point A is halfway between charges q1 and q2.
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If you are, you breath.If you breath, you talk.
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If you understand, you If you understand, you knowknow ..If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..
If you talk, you ask.If you talk, you ask.If you If you askask ,, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..
If you If you findfind , you , you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..
If you learn, you growgrow .If you grow, you wish.If you wish, you findfind .
Video courtesy of National Geographic Channel