ASSESSMENTS RUBRICS MODIFIED FROM PRESENTATIONS BY ELLEN IVERSON
ASSESSMENTS &RUBRICS MODIFIED FROM PRESENTATIONS BY ELLEN IVERSON (SERC) AND DAVID STEER (U OF AKRON) This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025). Questions, contact education-AT-unavco. org
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC 1. 2. 3. 4. 5. 6. 7. A. B. C. D. Grand Challenges Interdisciplinary problems (geoscience & social science tied together) Nature and methods of science Authentic geodesy data and inquiry [System thinking] Guiding Principles E. Learning Goals and Outcomes Must score 100% - 12/12 Assessment and Measurement Resources and Materials Instructional Strategies Alignment GETSI-specific Instructional Strategies
Identify Module Learning Goals Plan Instructional Strategies to implement teaching resources Design teaching resources and materials to match assessments THE APPROACH Identify teaching & learning outcomes for individual units Determine how to assess and measure student success on goals and outcomes
LEARNING GOALS AND OUTCOMES What is required from the Materials Development Rubric? • Learning outcomes describe measureable geoscience literacy goals • Instructions and/or rubrics provide guidance for how students meet learning goals • Learning outcomes and goals are appropriate for the intended use of the course/module • Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students • Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section
LEARNING OUTCOMES Learning Outcomes are the intended results of the teaching activities • Cognitive: What do they know? • Affective: What do they care about? • Behavioral: What can they do?
WRITING LEARNING OUTCOMES • Describe conditions under which behavior is to be performed • Use action verbs • State Criteria • Add the product, process or outcome From Climate Unit: After completing this unit, students will be able to correctly distinguish between forced and unforced climate change.
LEARNING OUTCOMES Learning Outcomes target different levels of learning • Mastery: complex tasks likely to have varying levels of progress • Developmental: lower level tasks required before moving on
LEARNING GOALS AND OUTCOMES What is required from the Materials Development Rubric? • Learning outcomes describe measureable geoscience literacy goals • Instructions and/or rubrics provide guidance for how students meet learning goals • Learning outcomes and goals are appropriate for the intended use of the course/module • Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students • Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC 1. 2. 3. 4. 5. 6. Guiding Principles Learning Goals and Outcomes Assessment and Measurement Resources and Materials Instructional Strategies Alignment
ASSESSMENTS AND MEASUREMENTS What is required from the Materials Development Rubric? • Assessments measure the learning goals • Assessments are criterion referenced • Assessments are consistent with course activities and resources expected • Assessments are sequenced, varied and appropriate to the content • Assessments address goals at successively higher cognitive levels Must score 13/15 on this section
ASSESSMENTS AND MEASUREMENTS There are two broad categories of assessments: • Formative: While the learning is occurring – Purpose to monitor student learning – Immediate feedback – Help students & faculty identify weaknesses – Low stakes • Summative: After learning has occurred – Purpose to evaluate learning against some benchmark – High stakes (graded)
ASSESSMENTS AND MEASUREMENTS What are formative and summative assessment strategies that you find most effective? • FORMATIVE • SUMMATIVE
LOOK AT SOME CURRENT GETSI EXAMPLES
ASSESSMENTS AND MEASUREMENTS What will the assessment team need? Enough assessment opportunities to conclusively demonstrate the level of learning achieved • Unit-level (learning outcomes) – Both formative and summative • Module-level (module goals) – SUMMATIVE – These assessments need to show what students know and are able to do as related to the broader goals
LEARNING GOALS AND OUTCOMES What is required from the Materials Development Rubric? • Learning outcomes describe measureable geoscience literacy goals • Instructions and/or rubrics provide guidance for how students meet learning goals • Learning outcomes and goals are appropriate for the intended use of the course/module • Learning outcomes and goals are clearly stated for each module in language suitable for the level of the students • Learning outcomes and goals address the process and nature of science and development of scientific habits of mind Must score 13/15 on this section
ASSESSMENTS AND MEASUREMENTS What is required from the Materials Development Rubric? • Assessments measure the learning goals s c i r b u • Assessments are criterion referenced = r • Assessments are consistent with course activities and resources expected • Assessments are sequenced, varied and appropriate to the content • Assessments address goals at successively higher cognitive levels Must score 13/15 on this section
WHAT ARE SCORING RUBRICS? Scoring rubrics are descriptive scoring schemes used to evaluate effort Two Major Types • Holistic: set of descriptions used to assign a score to the whole • Analytic: Set of components that are independently evaluated (sum for score)
DESIGNING RUBRICS • Determine the most important attributes needed to evaluate the Learning Outcome • Decide analytic or holistic • Define levels Success Part Way There Needs Work
GOOD RUBRICS • Have clear criteria – Each criteria is distinct, clearly delineated and fully appropriate for the outcome • Have distinctive levels – Each level is distinct and progresses in a clear and logical order • Can be used reliably by multiple raters • Provide guidance to learners – Rubric serves as primary reference point for discussion and guidance as well as evaluation of assignment(s) • Support Metacognition – Rubric is regularly referenced and used to help learners identify the skills and knowledge they are developing throughout the program
HOLISTIC EXAMPLE Outcome: Students will demonstrate the ability to properly process and interpret data
ANALYTICAL EXAMPLE Outcome: Material developers will demonstrate the ability to incorporate GETSI Guiding Principles in their curriculum
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