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Student Learning Outcomes- Assessing Student Performance
- Checklist, Rating Scales, and Rubrics
Brenda Moore, Georgia Perimeter College
Identify Student Learning
Goals
Design Course / Curriculum to Meet
Goals
Provide Learning Opportunities
Assess Student Learning to Identify Revisions to Courses
or Curriculum
Use Assessment Results to Revise Goals, Teaching
Methodologies, or Curriculum
From Learning Goals to Outcomes
Providing Authentic Assessments
Promote Engagement
Require
Involve
Replicate real lifeEnable
Encourage
Allow
Simplicity of a Checklist
Usefulness: Observing Performance
▪ Short presentations ▪ Class/group discussion▪ On-line Chats
Defining a elements of a simple task/assignment
Tracking student progress overtime
Combination with Rubrics or Rating Scales
Selecting Interview Criteria
Identify Specific Tasks Interview a friend who of the
same gender and similar age, who is sexually active
Explain which contraceptive devices the friend uses and rationale for use
Describe the friends’ sense of responsibility regarding spread of disease and unwanted pregnancies.
Discuss if/how the friend communicates with his/her partner regarding use of contraception.
Interview Checklist (yes/no)Interview Report Criteria
Yes No
Age/Gender/Sexually Active Interviewee
Contraceptives used andRationale included
Sense of responsibilityDiseases and pregnancydiscussed
Communication with partner referenced
Defining Performance
Presentation is 2-3 minutes in length
Limited use notes/slides as talking points and does not read from aids
Speaks clearly, with appropriate volume
Asks for and answers questions as posed by audience
Checklist (yes/no)
Presentation Criteria
Yes No
Presentation is 2-3 minutes in length
Limited use notes/slides as talking points and does not read from aids
Speaks clearly, with appropriate volume
Asks for and answers questions as posed by audience
Class/Group/On-line
•Volunteers
•Includes relevant class concepts
•Asks questions
•Shows respect
Students can take ownership by
assisting with the creation of these
criteria
Advantages Limitations
Ease of use and construction
Close alignment with task
Help you and students identify specific criteria for their tasks and performance.
Do not assess the relative quality of a student's performance
Advantages of using rating scales?
Makes grading more consistent and fair
Saves time in the grading process Define student
strengths/weaknesses and level of understanding
Clearly communicates to students expectations and criteria for grading
Rating Scales
INCLUSIONS:
Clear expectations regarding outcomes, and objectives
Identify what that will be graded
For each factor construct a 1-10 point scale
USEFULNESS
Provide judgment about quality and or qualifiers
Using a scale of 1-10 makes the scoring easier and is in keeping with common notions about better performance and higher scores.
Student Presentation – Expectations/Criteria for Grading
5-10 Slides Select one of the nutritional topics (Healthy
Weight, Healthy Eating Plate, Staying Active Preventing Diabetes, What Should I Eat, or Salt and Sodium) highlighted on the Harvard Nutrition Website.
Presentation should be: factual, creative, innovative, appropriate for college audience
Focus on quick messages and visual appeal
Participation in Discussion How often does the student
participate in class discussion?
How often does student’s input and participation add dimension and value to class discussion?
Rarely 1/2 Seldom3/4 Sometimes 5/6
Usually 7/8
Always 9/10
l l l l l
Student Report
Organization:
1/2 3/4 5/6 7/8 9/10
Not organized
SomewhatOrganized
Extremely Organized
Assessment Rubrics
•Focus on meeting defined •objectives
•Use range to rate• performance
•Contain specific •characteristics defining levels •of achievement
Rubrics - Types
Holistic – quick look at body of work (first impression)
Analytic – specific multidimensional feedback
General – used for a variety of situations
Task specific – one use
Why Rubrics?
ENHANCE TEACHING/ LEARNING ADVANTAGES
Clear expectations – improved performance
Students assess their own work
Creates Clarity Saves time Feedback for teachers
and students
Why Rubrics: Checklist
Rubrics Yes No
Provide clear ,detailed expectations for both student and instructor
Allow for qualitative and quantitative assessment
Easy to grade and justify grading
Allow for assessment of multiple criteria
Utilized to compare student work(s) and reflect progress
Creating Rubrics
Step 1
•Determine Criteria
•Use 3-5 to make it manageable
Step 2
•Determine Performance Levels
•Use Rating scales or Elements of Mastery
Step 3
•Define expectations
•Begin with the best and work backwards
Assignment:Create Contraceptive Advertisement
Inclusions - Criteria 3-4 minute presentation (sales pitch) Defined audience for advertising (teen,
young married couple, parent helping child with options,Couple with family in place)
Use creative language, pictures, strategies
Benefits/strengths of product highlighted and disclaimer mentioned
References (2-3) included in presentation.
Marketing/Sales Pitch ( ) grade Criteria 4-5 points 2-3 points 0-1 points
Facts/statisticsGrade:
Six or more facts and/or statistics are used to support product use
Three to four facts and/or statistics are used to support product use
Few if any facts/or statistics are used to support product use
Benefits StrengthsGrade:
4-5 Benefits and strengths are noted and emphasized
Two or Three Benefits and strengths are noted and emphasized
Little clear mention of benefits and strengths
Audience/CustomerGrade
Presentation is designed to appeal to a well defined audience which is mentioned and repeated
Presentation has some appeal and mention of audience/age, but lacks clear connection
Appeal/mention to audience/age is limited or not present
Creative sales marketingGrade
At least five Creative ideas, pictures or strategies are utilized to convey messages
Presentation is somewhat creative and has appeal but with four creative inclusions
Presentation is lacking creativity and appeal
TimingGrade
Presentation is timed appropriately3-4 minutes
Presentation is too long or two short ( over 1-2 minutes)
ReferencesGrade
2-3 Credible References are noted
1-2 Credible References are noted
Most references are not credible
Specific and Fun
Criteria Delicious Good Needs Improvement Poor
Number of Chips
Chocolate chip in every bite
Chips in about 75% of bites
Chocolate in 50% of bites Too few or too many chips
Texture ChewyChewy in middle, crisp
on edges
Texture either crispy/crunchy or 50%
uncooked
Texture resembles a dog biscuit
Color Golden brownEither light from
overcooking or light from being 25% raw
Either dark brown from overcooking or light from
undercookingBurned
Taste Home-baked tasteQuality store-bought
tasteTasteless
Store-bought flavor, preservative aftertaste –
stale, hard, chalky
RichnessRich, creamy, high-fat
flavorMedium fat contents Low-fat contents Nonfat contents
Tips for Use
Include a space for your grade on the rubric
Give a copy to students in advance Require students to attach rubric to
their completed assignment Highlight achieved level for each
criteria Make comments on the rubric
Outcomes That Matter Greater student retention
Greater student engagement and enthusiasm
Greater student cooperation
Greater utilization of critical thinking skills a much needed area of improvement
Greater recognition of student understanding and need for content clarification