Documentation:Assessment/Overview and Outcomes
Assessment and Rubrics
We will explore how rubrics, a type of assessment tool, can help provide learners with more consistent and transparent formative and summative assessment feedback.
In large and smaller groups we will discuss and reflect on:
- the differences between assessment of learning and assessment for learning,
- the value of formative feedback,
- types of assessment tools that can be developed and used in courses,and the
- benefits and drawbacks of using rubrics
You will then develop a rubric for use in your practice.
Outcomes
- Distinguish between formative and summative assessment (for and of learning)
- Model formative assessment techniques and scaffolding (using peers)
- Compare and contrast online and traditional classroom environments
- Develop a formative or summative assessment tool (a rubric) that is relevant and transparent to both students and instructors
- Use a wiki to gather and collect work and share resources
Tools and Technologies
Wikis (discuss public/private settings, FOIPPA issues - very briefly) Paper/pen (think about how these could be used in your own context F2F, blended, online, print/web) Small groups (discussion and collaborative)
Planning
Email participants ahead of time (if possible) - get list from Marie Audience (anticipate who will be there, what their strengths are, what experience they bring) What technologies are available (and might suit the tasks, what participants need to do, have a back-up!)
Further Reading
Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation, 10(3). Retrieved from pareonline.net/pdf/v10n3.pdf Crooks, T. J. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational Research (Vol. 58, pp. 438-481). doi:10.3102/00346543058004438 Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192. doi:10.1177/1469787408091655