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Assessment Instruments
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What
tasks, strategies, instruments
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How
the processes, how often?
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Why
how do the selected tools support your learning goals and the learning principles guiding your design?
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| a) to enable continuous/frequent feedback between you and the students |
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| b) to encourage the students to reflect on their learning progress and achievement |
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| c) to determine your students' learning progress and achievement |
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| Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategy/Feedback Strategy |
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A Rubric
A rubric is a rule or an explanation. When applied to assessment, a rubric delineates the rules that will be used for judging quality or scoring. Rubrics provide the criteria against which the work of students will be judged. Rubrics are used by instructors as a benchmark for providing feedback as well as grades for student work. With guidance from instructors, rubrics can be used by students as the measure for developing, revising, and assessing their own work as well as assessing the work of their peers.
Use the table below to develop a rubric for one of your assessment tools. First, describe the assessment briefly (e.g. a 10 page essay of which the purpose is...; a lab of which the purpose is...) and list the learning goals and objectives associated with the assessment. Then, using the left-hand row of the table, develop criteria or dimensions of quality that are important for the assessment and therefore will be judged (e.g. factual accuracy, depth of discussion, documentation, functioning of group). Finally, using the columns across the table, briefly describe 3 or 4 levels of mastery for each criteria.
| Criteria (objective or performance) |
Level/Description and Associated Score |
Score Received |
| 1 |
2 |
3 |
4 |
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