LIVING OUR MODEL SESSION 1 OUTCOMESBASED ASSESSMENT RUBRICS

LIVING OUR MODEL SESSION 1 OUTCOMES-BASED ASSESSMENT: RUBRICS AND USING THEM EFFECTIVELY April 4, 2017 Dr. Eva Malisius Dr. Lesley Lahaye Dr. Sophia Palahicky

SESSION 1: OUTCOMES BASED ASSESSMENT Rubrics to support students and instructors • Guidance and feedback on rubrics, how to create, and how to use them – Be prepared to get engaged and work through, talk through, and share assessment rubrics, their benefits and limitations, and how different assignment formats help us live our model.

OVERVIEW Three Activities A. Assumptions and misconceptions q Never assume B. Values, benefits, and pitfalls q Do better when you know better C. What’s important and why q Sweet talk, trash talk • Wrap up and open questions

BLOCK A

NEVER ASSUME Digital storytelling as assignment • Students tasked to compile My digital conflict story as first assignment in their program – Added benefit: cohort and community building – Different format for knowledge transfer – Stretching comfort zone and adding soft skills • Challenges an c ric ! b Ru help – For students: Technology hurdles and fitting into audio-visual format – For instructor: Assessment of academic substance, critical thinking and knowledge application

THE ASSIGNMENT The Task • Put together your own digital conflict story by producing a 3 minute clip • Be concise and analytical, draw on course readings and concepts, and respect copyright regulations and APA standards • Include in your clip: – Personal background and motivation for studies – Framing conflict from your perspective and in your context – Expectations for course, cohort and program Thanks, Nick for letting us use your clip!

WHAT IS YOUR ASSESSMENT? A+ A AB+ B B- F

HOW TO BALANCE BETWEEN CONTENT AND PRESENTATION Rubric for guidance • • Demonstrate understanding of conflict and what it entails (course readings and concepts) Convey insights in visually appealing and engaging format suitable for digital storytelling and academic context Read more about video assignments in our LTM monograph: Malisius, E. (2016). Creativity Takes Courage. Integrating Video Assignments into Academic Courses and Blended Programs. In RRU (Ed. ), Engaging Students in Life-Changing Learning: Royal Roads University's Learning and Teaching Model in Practice (pp. 175 -192). Victoria: Press. Books.

BLOCK B

BENEFITS AND PITFALLS Activity B: Do Better When You Know Better • As a team, complete Activity B • Individually, complete the team assessment using the holistic rubric provided

Learning Outcomes 1. 1 Apply key components of effective team building process 2. 1 Utilize coordination and cooperation skills to achieve team goals Assessment Criteria Excellent. Identifies the potential roles that team members can assume including facilitator, task master, time master, scribe, presenter, and leader. Determines when a team assignment requires coordination, cooperation, and/or collaboration. Prepares timelines to complete tasks required to meet assignment due date. Applies cooperative learning skills to allow each team member the opportunity to contribute their fair share to the team assignment. Good. Determines when a team assignment requires coordination, cooperation, and/or collaboration. Prepares timelines to complete tasks required to meet assignment due date. Applies cooperative learning skills to allow each team member the opportunity to contribute their fair share to the team assignment. Poor. No evidence of team process. Focus is on team deliverable only. Some team members do not contribute.

Learning Outcomes 1. 1 Apply key components of effective team building process 2. 1 Utilize coordination and cooperation skills to achieve team goals Assessment Criteria Excellent Good Poor

DISCUSSIONS: PART 1 What did you notice when you completed the team assessment?

DISCUSSIONS: PART 2 How did the use of a rubric influence your team performance in planning and executing the task and evaluating the process?

BLOCK C

WHAT’S IMPORTANT? Activity C: Sweet Talk, Trash Talk • Review the assignment description • Individually select the rubric you like best from the samples provided • Have a conversation at your table about what you chose and why

DISCUSSIONS What things did you consider when choosing a rubric?

WHAT ARE YOUR MAIN TAKEAWAYS?

Effective Rubrics • Closely matched to assignment description • Manageable number of learning outcomes or criteria • Performance expectations stated clearly • Performance expectations capture the essential elements of the learning outcome or criteria • Weighting reflects what is important at this time

THANK YOU FOR JOINING! Follow up with us: Sophia. Palahicky@royalroads. ca Lesley. Lahaye@royalroads. ca Eva. Malisius@royalroads. ca