Creation of Rubric and Assessment for Learning
In this workshop, participants will explore the process of developing a marking rubric for essay type questions. Drawing upon the work of Huba and Freed (Huba M. E., Freed J. E. Learner-Centered Assessment on College Campuses. Boston: Allyn and Bacon; 2000) participants will develop a process for specifying:
- criteria: the aspects of performance that will be assessed;
- descriptors: the specific features of the criteria;
- performance levels: a rating scale that identifies students’ level of attainment within each criterio
The workshop will explore the research on the utility (the challenges as well as the benefits) of developing different types of rubrics (holistic versus analytic) in the marking of essays.
At the end of this workshop, participants will be able to:
- Identify the different components of a marking rubric.
- Deriving the different components of a rubric.
- Discuss the merits of different types of rubrics in marking student essays.
- Design and develop simple rubrics for essay type questions.
Glen O’Grady is the Director for the Centre for Higher Education, Learning and Teaching (CHELT) at the Australian National University. His passion is educators who can make a difference in the lives of students. Glen’s research is on learning, assessment and approaches to teaching that foster deep learning – in particular Problem-based Learning. Glen has run professional development programs both in Higher and Vocational Education in a wide array of countries. He serves on the executive of a number of national and international education associations including The Pan American PBL Association and The Council of Australian Directors of Academic Development.
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