By: Liz Anderson, Mark Hargis, Megan Pugh, and Emily Williams
Jace Hargis Rubrics for STEM
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Transcript of Jace Hargis Rubrics for STEM
Following this session, the participant will
• Integrate Information Processing as a foundational aspect of teaching, learning and assessment, indicated by the frequency of formative assessments;
• Create Rubrics addressing authentic assessment, measured by the ‘Evidence’ step of Backward Design.
• Assessment: Vehicle for gathering information about learners’ behavior.
• Measurement: Assignment of marks based on an explicit set of criteria.
• Evaluation: Process of making judgments about the level of understanding.
Assessment of Understanding
You really understand when you can…1. explain, connect, systematize, predict;2. show its meaning, importance;3. apply or adapt it to novel situations;4. question its assumptions;5. see it as its author saw it; and6. identify misconceptions or simplistic views
What is Formative Assessment?
• Part of instructional process• Provides information at a point when
adjustments to teaching can be made.• Self-reflective process - bidirectional.
Blooms Taxonomy for Assessment
Knowledge (facts): Who, What, Why, When, Where
Comprehension (interpret): Example, Classify, Infer
Application (new situations): Predict, Select, Identify
Analysis (break into parts): Distinguish, Conclusions
Synthesis (patterns): Create, Propose, Plan, Design
Evaluation (criteria): Appraise, Criticize, Defend
Course [re]Design: Understanding by Backward Design
Wiggins & McTighe (1998)
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences & instruction
Student Learning Outcome (SLO)• Knowledge, Skills & Dispositions
– active, high level– specifically under certain conditions;– to what degree they will be measured.
– Substance (subject);
– Form (action the learner performs)[analyze, demonstrate, derive, integrate, interpret, propose]
1. Identify Desired Results
• Authentic• Aligned to Outcomes• Experiential• Measureable
2. Determine Acceptable Evidence
Using Rubrics …
Students
SLOs
Assessment
Bloom’sTaxonomy
Course-specificgoals & objectives
Cooperative learning
Lectures Labs Other experiences
Classroomassessmenttechniques
Projects
Instruction
Other measures
Technology
(Felder & Brent, 1999)
3. Plan learning experiences & instruction
Measuring Assessment Using a Rubric
• Oxford Dictionary – mid 15th century, rubric referred to headings of sections of a book, stemmed from monks who reproduced literature, initiating each section of a copied book with a large red letter. The Latin word for red is ruber, rubric came to signify the headings for divisions of a book.
What are Measurement Rubrics
• Bridge between SLOs and assessment;• Students and teachers use;• Defines criteria, especially in dealing with
processes or abstract concepts;• Common language to assess complex process.• 3 Features – evaluative criteria; quality
definitions; scoring strategy
Rubric Resources
• Rubistar Online Rubric Tool(http://rubistar.4teachers.org)
• Assoc. for Assess of Learning in Hi Ed(http://course1.winona.edu/shatfield/air/rubrics.htm)
• Rubrix ($50) - http://rubrix.com
• UCF Faculty Center Rubric Pagewww.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/AssessmentToolsResources/rubrics.php
How Do You Know When A Rubric is Good?
• Reliable (r, between -1 and 1)• consistency which the measurement provides;• how well a test agrees with itself;• is it measuring same thing with similar results.
• Valid– does it measure what it is intended to measure;– differences represent true differences in what is
being measured and not from other factor!