As you may be aware, I am currently a Spartan (Go White!), and I am taking two grad classes (as well as a delightful networking class at the local community college). This week I revisited my assessment for assessing assessments and formulated Rubric 3.0. You can check out 1.0 and 2.0 if you are super curious.
The newest criteria are:
Has Clearly Defined Goals/Outcomes
Assessments should also have clearly defined goals that are explicitly stated and can be referenced back to so that students are aware of the end goal and can articulate it to the teacher, fellow students, and any person that they may want to explain the assignment to. Hattie and Timperley explain, “Specific goals are more effective than general or nonspecific ones, primarily because they focus students’ attention, and feedback can be more directed” (p. 87). It is important for students to know exactly what the goal is. Van der Bergh, et al (2013) explain, “the relatedness of feedback to a learning goal comprises a crucial element of the definition of feedback” (p. 355). They then explain that “goals assigned by a teacher can be as effective as self-set goals, as long as the teacher explains why it is important to attain these goals” (p.356).
Criterion: The assessment has clearly outlined learning goals and objectives that are explicitly stated for the students to review.
Things to look for:
Are the learning objectives clearly defined ahead of time? Do students understand what they’re supposed to be learning? Can students explain the objectives to another student or adult?
Allows for students to self select elements of the assessment
When students are brought into the process of determining parts of the assessment it creates enthusiasm and buy in from them. Black and Wiliam (1998a) write, “The first of these is the nature of the tasks set, which should be novel and varied in interest, offer reasonable challenge, help students develop short-term self-referenced goals, focus on meaningful aspects of learning and support the development and use of effective learning strategies” (p. 31). Assignments should have some choices for the students, so that they can have ownership over the work that is produced. This has been clear to me in my own practice. When students have been given opportunities to make choices as with the projects that they do, they have often gone beyond anything that I had envisioned.
Criterion: Students are provided with a menu of options for showing their knowledge about the learning goals of the assessment.
Things to look for:
Do students have the opportunity to make choices about the topic or the means of showing knowledge of the topic? Are there aspects of the assignment that allow for self expression?
Feel free to provide feedback and suggestions. I only get one more take to get it right so feel free to thrown more than your two cents.
Black, P. & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. doi:10.1080/09695959800501012
Hattie, J., & Timperley, H. (2007). The power of feedback . Review of Educational Research, 77(1), 81–112.
Van Den Berghe, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning: Current practices in primary schools. British Journal of Educational Psychology, 83, 341-362. doi:10.1111/j.2044-8279.2012.02073.x