Student Assessment

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Student Assessment

• Linda Larson
• CSULB

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Assumptions

• Students learn with technology not from
  technology. They learn from thinking.
• What they believe
• What others have done and believe
• Thinking about process they use
• Thinking mediates learning
• Learning results from thinking

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Evaluating learning from constructivist uses of
technology

• To evaluate authentic learning must use authentic
  assessment
• Purpose not to sort students
• Purpose to improve performance

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Rubrics multiples measures

• We cannot assess complex learning by a single
  measure grade
• Rubrics provide multiple measures

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Anatomy of a rubric
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Characteristics of a good rubric

• All important elements included
• Each element is unidemensional
• Voice
• Volume
• Intonation

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Rubrics ratings are distinct, comprehensive and
descriptive

• Some elements two rating scale-yes no
• Other require 4-6 ratings.
• Use just enough to cover range or possibilities
  and make sense
• Do not need to use same scale on all elements
• Keep number of elements reasonable

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Rubrics communicate clearly to students

• Ultimate purpose improve student performance
• Clearly states expectations
• Informs student about progress toward desired
  goals
• Convey complexity of task focus intentional
  learning
• Provides a baseline for reflection for both
  learner and educator
• Avoid jargon and be sure students understand all
  the terms used

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Rubrics provide rich information about multiple
aspects of performance

• Avoid temptation to calculate final score and
  only use that to give a grade
• When turned into numeric ratings of greater or
  lesser value can be rated equally
• Need to reflect on the different aspects of
  performance so know where to improve each aspect
  of the performance

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What is a rubric?

• Defined a code or set of codes designed to govern
  action
• Education tool used access complex performances
• Usually a scale of set of scales

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In traditional single grade situations

• Without rubrics projects are mysteriously graded
  student or teacher not sure where grade came from
• Maybe a few comments are added
• Little substantial feedback is given
• Student may care only about grade

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Why are the advantages of rubrics?

• Student and teacher work together to create
• Promote intentional learning by identifying
  important aspects of project or performance
• Use rubric to gather info about learners
  performance
• Use input to reflect on performance

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Conclusion

• Assessments helps students know where they need
  to improve
• Assessment helps teacher to know where to direct
  instruction