This document provides an overview of different assessment tools for evaluating student performance on alternative assessments, including rating scales, checklists, and rubrics. It discusses how these tools can be used to measure learning outcomes from complex tasks where answers are not clearly right or wrong. The objectives are to describe various performance assessment methods, compare the information they provide, select appropriate tools for different learning objectives, and create well-designed assessment instruments. Examples of using rating scales, checklists and rubrics for different subjects and tasks are also presented.
This document provides an overview of different assessment tools for evaluating student performance on alternative assessments, including rating scales, checklists, and rubrics. It discusses how these tools can be used to measure learning outcomes from complex tasks where answers are not clearly right or wrong. The objectives are to describe various performance assessment methods, compare the information they provide, select appropriate tools for different learning objectives, and create well-designed assessment instruments. Examples of using rating scales, checklists and rubrics for different subjects and tasks are also presented.
This document provides an overview of different assessment tools for evaluating student performance on alternative assessments, including rating scales, checklists, and rubrics. It discusses how these tools can be used to measure learning outcomes from complex tasks where answers are not clearly right or wrong. The objectives are to describe various performance assessment methods, compare the information they provide, select appropriate tools for different learning objectives, and create well-designed assessment instruments. Examples of using rating scales, checklists and rubrics for different subjects and tasks are also presented.
Overview HOW DO WE MEASURE LEARNING PERFORMANCE? In traditional, objective tests, the correct answer and the corresponding score for each item are relatively clear; hence, the outcomes are quite easy to obtain and interpret. Such is not the case with alternative assessments. How to determine the extent to which a student has learned through a complex performance task can be a major concern. We address the matter of appropriately rating alternative assessment tasks in this module. Objectives After studying the materials and doing the activities in this module, you should be able to: describe various ways to assess performance products compare how the information derived from different tools vary select ways to assess outcomes as appropriate to specific learning tasks create well-designed tools to assess performance products Study Guide* *You need not post answers to the study guide questions to the online forum discussion. Unlike the traditional objective-types of assessments, alternative assessments do not present single, clearly correct answers. Rating scales, checklists, and rubrics are some tools that address the matter appropriately rating products or processes in alternative assessments. Use the resources listed in this module to help you generate answers to the following: 1. Answer the following questions regarding each: rating scales, checklists, and rubrics. How may each be described/ defined? What are their key features/ distinguishing characteristics? What are important considerations in the construction of a good design? How and when are they useful? What are their limitations? 2. Distinguish the different types of rubrics: holistic or analytic, general or task specific. Page 2 of 3
3. Give examples of specific learning tasks/ objectives that suit rating scales, checklists, and rubrics. For convenience, you may use a table in a format similar to this shown below:
SUBJECT/ Task Description Learning Objective Rating Scale (Type of Scale)
Rubrics (Type of Rubric)
Checklist (Type of Checklist)
Forum Discussion 1. In which type of assessment will you associate rubrics withcriterion- or norm-referenced assessments? Elaborate. 2. How do rating scales, checklists, and rubrics compare with respect to the type of information they provide? 3. Cite ways how you can use rubrics to promote thinking and learning in your own class settings. In what ways can rubrics be used to intentionally promote learning?
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References/ Resources* *The list may be longer than what you need. Choose the resources that best suit your learning style. Scoring Performance Assessments: Checklists, Rating Scales and Rubrics Classroom Assessment Options Developing Checklists and Rating Scales - BCIT Constructing Rating Scales for Self-Rating and Observer Rating Rubrics *The Role of Rubrics in Advancing and Assessing Student Learning Using Rubrics to Promote Thinking and Learning - ASCD Understanding Rubrics by Heidi Goodrich Andrade Rubrics (In Authentic Assessment Toolbox by Jon Mueller) How Do You Create Authentic Assessments? (In Authentic Assessment Toolbox by Jon Mueller) *The Basics of Rubrics - Schreyer Institute for Teaching Excellence How to Create Rubrics (assessment.uconn.edu) Teaching Students to Use Grading Rubrics Creating a Grading Rubric SBE Design Team. Rubric Use and Development The Center for Advanced Research on Language Acquisition (CARLA) Checklists Why use rubrics? Types of rubrics Creating rubrics Creativity Ellis. Creative Learning Assessment Assessing Learning in Creative Contexts - CLPE Just for Practice: You may want to rewrite the reference list in APA format.