eof directors professional development seminar program planning & assessment eof directors...
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EOF Directors’ Professional Development SeminarEOF Directors’ Professional Development Seminar“Program Planning & Assessment“Program Planning & Assessment””
June 13, 2013
Rider University
Creating and Using Rubrics to Assess Creating and Using Rubrics to Assess Program Level Student Learning Outcomes Program Level Student Learning Outcomes
Mildred A. Mihlon, Ph.D.Saint Peter’s University
Associate Vice President, Academic Affairs & Assessment
IntroductionsIntroductions
Who, What, Where &Level of Familiarity with
Assessment?
AssumptionsAssumptions
Effective program evaluation must be grounded in a solid assessment
plan that is inclusive of a clear vision/mission, relevant program goals and well-articulated student learning
outcomes that can be evaluated through direct and indirect measures against defined standards of success.
Writing Student Learning OutcomesWriting Student Learning Outcomes
Student Learning Outcomes…
Derived from the program mission and goals, student learning outcomes are
identified actions that a student is expected to demonstrate in terms of knowledge, skills, and attitudes upon
completion of a program, course, activity or process.
Student learning outcomes should be measurable, manageable, and
meaningful.
Writing Student Learning OutcomesWriting Student Learning Outcomes
Ask Yourself…
• What are the most important things a student should know, be able to do or demonstrate after completing my program or from utilizing my office/services?
• What does the end result look like? How will you know the students have learned what you want them to learn? How will you identify it? What will they be able to do, say, think, care about, or value after this experience.
Writing Student Learning Writing Student Learning OutcomesOutcomes
Transform these attributes into measureable, action-oriented
student learning outcome statements.Examples:
Students will… Identify critical campus resources required for a successful transition
to college life. Demonstrate engagement through participation in campus life
activities. Develop effective self-management skills. Employ the use of appropriate decision-making skills. Apply the appropriate use of study skills and time management
strategies.
Summer Bridge Programs Learning CommunitiesPeer Mentorships Service ActivitiesTransition Courses WorkshopsAcademic Advising Orientations
SLO 3
• Direct Measure• Indirect Measure
Measuring Student Learning OutcomesMeasuring Student Learning Outcomes
Indirect Measures = imply learning has occurred, but are not specific as to what has been learned; often subjective.
Direct Measures = tangible evidence that learning has occurred and to what extent through observed changes in skills, attitudes, values or knowledge base.
Middle States requires use of both!
Measuring Student Learning OutcomesMeasuring Student Learning Outcomes
Direct Measures Indirect Measures
Assignments/Exams Grades/GPAs
Papers/Essays Persistence/Graduation Rates
Projects Surveys (NSSE)
Portfolios Attendance
Student Reflections/Discussions Job/Internship Placements
Employers Ratings Interviews/Focus Groups
Capstone projects Scores on GREs/LSAT/etc…
Exhibits Honors/Awards
Presentations Participation Hours
Creating & Using RubricsCreating & Using Rubrics
Objectives:
Define RubricRubric FeaturesConstruct a RubricAggregate Rubric Data
Definition & Rubric PurposeDefinition & Rubric Purpose
A rubric is a scoring instrument for evaluating performance along a task-specific set of criteria rather than a single numeric score.
Purposes of rubrics:◦Describe what “outstanding” or “satisfactory” or
“inadequate” performance looks like◦Articulate the criteria against which student
learning is judged◦Provide an objective guide for assessment
Basic Rubric FeaturesBasic Rubric Features
A Rubric: Basic Features…• Stated Objective or Purpose - title• Scoring Criteria – characteristics of good performance on the task
• Levels of Performance – defined degrees of competency
• Descriptors –briefly define what is expected at each level of performance
Presentation Rubric http://www.rcampus.com/rubricshowc.cfm?code=Z79XC8&sp=true&Peer Evaluation: Group Work http://www.rcampus.com/rubricshowc.cfm?code=K78BBC&sp=true&Self Evaluation for Group Participation http://www.rcampus.com/rubricshowc.cfm?code=B78BAA&sp=true&Individual Portfolio http://www.rcampus.com/rubricshowc.cfm?code=K7369C&sp=yes&Blog http://www.rcampus.com/rubricshowc.cfm?code=N44XXC&sp=yes&Student Participation http://www.siue.edu/~deder/partrub.htmlTeam Work http://course1.winona.edu/shatfield/air/team%20work.pdfJournal http://course1.winona.edu/shatfield/air/reflectionrubric-1.pdf
Steps to Creating A RubricSteps to Creating A Rubric
1. Identify and define the assessment objective or purpose (title)
2. Select and write the needed number of scoring criteria (key attributes)
3. Select and write the desired levels of performance
4. Select and write the descriptors (features of scoring criteria)
Steps to Creating A RubricSteps to Creating A Rubric
1. Identify and define the assessment objective or purpose (title); statements which identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the instructional activity.
Steps to Creating A RubricSteps to Creating A Rubric
2. Select and write the needed number of scoring criteria (key attributes); broad concepts or specific tasks the student should demonstrate when performing the activity.
• Examples of dimensions for a group exercise analyzing a case study may include: • Contribute to the group discussion • Take responsibility for required work • Value others viewpoints • Analyze the study cooperatively• Present the outcome in a given format
Steps to Creating A RubricSteps to Creating A Rubric
3. Select and write the desired levels of performance; descriptive levels of quality starting with the worst quality up to the best quality.
--Example of a 3 level gradation: poor, average, excellent --Example of a 4 level gradation: beginning, developing, accomplished, exemplary--Example of a 5 level gradation: poor, fair, average, very good, excellent
Steps to Creating A RubricSteps to Creating A Rubric
4. Select and write the descriptors (features of scoring criteria); Start with the best quality of each dimension. Simply list the specific expectations you have for the student. Then, for each level below the best quality, identify the flaws or missing elements which will cause the student to lose points off the best quality performance.
Creating A RubricCreating A Rubric
Students are asked to write a 5-page reflection paper documenting their level of
college readiness following participation in summer
transition program.
Creating A RubricCreating A Rubric
Beginning 1 Developing 2 Accomplished 3 Exemplary 4
Writing Quality & Organization
Engagement
Study Habits
Resource Knowledge
Self-Efficacy
Creating A RubricCreating A Rubric
Group Activity:Develop a rubric to be used to
evaluate students’ leadership skills at the
conclusion of a peer mentorship program.
Aggregate Rubric DataAggregate Rubric Data
N = 75 Beginning 1 Developing 2 Accomplished 3 Exemplary 4
Writing Quality & Organization
15 (20%) 25 (34%) 30 (40%) 5 (6%)
Engagement 10 (13%) 15 (20%) 35 (47%) 15 (20%)
Study Habits 15 (20%) 15 (20%) 40 (29%) 5 (6%)
Resource Knowledge
5 (6%) 5 (6%) 60 (57%) 5 (6%)
Self-Efficacy 5 (6%) 10 (13%) 40 (54%) 20 (27%)
CONTACTCONTACTMildred A. Mihlon, Ph.D.
Associate Vice President, Academic Affairs & [email protected]