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
 Never assume
B. Values, benefits, and pitfalls
 Do better when you know better
C. What’s important and why
 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
– 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: PressBooks.
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
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.
2.1 Utilize
coordination
and cooperation Good. Determines when a team assignment requires coordination, cooperation,
skills to achieve and/or collaboration. Prepares timelines to complete tasks required to meet
team goals
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
Assessment Criteria
Excellent
2.1 Utilize
coordination
and cooperation
skills to achieve
team goals
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:
[email protected]
[email protected]
[email protected]