mahara hui 2015 AUCKLAND, NEW ZEALAND 9 April 2015 Rubric plugin: Assessment for / of learning in Mahara Makoto Miyazaki, Assistant Professor Center for Teaching, Learning and Technology, Kio University email@example.com
Outcomes based course design Educational system or policy objective Gakushiryoku, DP: Diploma Policy Employability CP: Curriculum Policy CM: Curriculum Map Ministry of Education, Assessment, Industry Objective of institution DP Knowledge, CP, CM Abilities, Skills Objective of department DP Knowledge, CP, CM Abilities, Skills Objective of curriculum DP Knowledge, CP, CM Abilities, Skills Objective of course Learning goal Rubric, syl abus, task analysis Checklist
Reflection Learning is similar to climbing. Reflection is to recognize path to the top of mountain and to reflect climbed path. No goal, no path cause student lost the way.
Rubric Rubric is similar to signpost or map. MAP Rubric: define skil s or competencies as learning goal (top) show learning achievement as some levels(path to the top).
Course Improvement Cycle Model Course Assessment Assessment of ・Quantitatively review learning Assessment for learning Self-‐‑‒A studentsʼ’ scores by rubrics ・Diﬀerence between studentsʼ’ scores and teacherʼ’s expected score ・Record D ssessment ・Student checks learning achievement using rubric Check artefacts o and reﬂection comments as evidence Course Improvement ・Improve the course content of low score items Rubric ・ReviAction se the descriptors ・ClariP fy the lelan arning goals ・NOT what faculty teach, what student can do PDCA cycle for authentic-‐‑‒assessment based on learning achievements
Self-‐‑‒Assessment and Course Assessment Self-‐‑‒Assessment Student A Student B Lv.1 Lv.2 Lv.3 Lv.4 Lv.1 Lv.2 Lv.3 Lv.4 Student C Lv.1 Skill1 Lv.2 △△△ Lv.3 □□□ Lv.4 ◯◯◯ ◎◎◎ Skill1 △△△ □□□ ◯◯◯ ◎◎◎ Skill1 △△△ Skill2 □□□ △△△ ◯◯◯ □□□ ◎◎◎ ◯◯◯ ◎◎◎ Skill2 △△△ □□□ ◯◯◯ ◎◎◎ Skill2 △△△ Skill3 □□□ △△△ ◯◯◯ □□□ ◎◎◎ ◯◯◯ ◎◎◎ Skill3 △△△ □□□ ◯◯◯ ◎◎◎ Skill3 △△△ □□□ ◯◯◯ ◎◎◎ Course Assessment S1 S2 S3 Teacher guess S2 Student A 3 1 4 average point is over 2.5, but that is only 1.0. Student B 3 1 3 Teachers ﬁnd out the Student C 2 1 3 unreachable skil s of Avg. 2.7 1.0 3.3 students.
Assessment for/of learning Assessment for learning Assessment of learning Checks learning to decide what to do next Checks what has been learned to date Is designed to assist teachers and Is designed for those not directly involved students in daily learning and teaching Is used in conversation about learning Is presented in a formal report Usual y detailed, specific and descriptive feedback in words (instead of numbers, Usual y gathers information into easily scores and grades) digestible numbers, scores and grades Usual y focused on improvement, Usual y compares the student's learning compared with the student's 'previous with either other students or the 'standard' best' and progress toward a standard for a grade level Needs to involve the student -- the person most able to improve learning Does not need to involve the student Ref.: Barrett, H. 2004. “Electronic Portfolios as Digital Stories of Deep Learning”
Rubric Plugin - Features • Artifact type plugin • manages templates and rubrics as contents • shows some view styles such as • Table layout, radar chart, line graph • links between studentʼ’s self-‐‑‒assessment and artifacts as evidence • shows snapshots of self-‐‑‒assessments • Block type plugin • provides pages with adding a rubric • shows above 3 view styles