Portfolio-Based Assessment Rubric Training 1
Learning Activity 1: Welcome & Introductions Welcome & Introductions 2
Welcome & Introductions 3 3
Assessor Training: Learning Outcomes • Discuss the rubric rating and scoring Discuss the rubric rating and scoring • Describe a rubric and its use. Describe a rubric and its use. system. system. • Define and label the components of a • Define and label the components of a • Interpret the individual rating • Interpret the individual rating rubric. rubric. components and associated rating components and associated rating scale. scale. • Describe the structure of the • Describe the structure of the • Practice applying the rubric grid on a • Practice applying the rubric grid on a Portfolio-based rubric. Portfolio based rubric. sample portfolio. sample portfolio. • Identify the characteristics of • Identify the characteristics of • Examine and • Examine and appraise appraise a sample a sample effective portfolio review included in effective portfolio review included in portfolio using the rubric. portfolio using the rubric. the Portfolio the Portfolio-based rubric. based rubric. • Evaluate and • Evaluate and justify justify your review and your review and scoring of a sample portfolio. scoring of a sample portfolio. 4
Facilitator Training: Learning Outcomes • Practice applying the rubric grid on a Practice applying the rubric grid on a • Describe a rubric and its use. Describe a rubric and its use. • sample portfolio. sample portfolio. • Define and label the components of a • Define and label the components of a • Examine and • Examine and appraise appraise a sample a sample rubric. rubric. portfolio using the rubric. portfolio using the rubric. • In particular: Describe the structure of • In particular: Describe the structure of • Evaluate and • Evaluate and justify your review and justify your review and the Portfolio the Portfolio-based rubric. based rubric. scoring of a sample portfolio. scoring of a sample portfolio. • Identify the characteristics of effective • Identify the characteristics of effective • Use the Facilitator’s Manual and • Use the Facilitator’s Manual and portfolio review included in the portfolio review included in the requisite materials and resources to requisite materials and resources to Portfolio Portfolio-based rubric. based rubric. lead workshops at their own lead workshops at their own • Discuss the rubric rating and scoring • Discuss the rubric rating and scoring institutions. institutions. system. system. • Apply and demonstrate the principles • Apply and demonstrate the principles • Interpret the individual rating • Interpret the individual rating learned during their Facilitator’s learned during their Facilitator’s components and associated rating components and associated rating workshop. workshop. scale. scale. 5
Online Component Completed Completed Prior to Prior to this Workshop this Workshop 6 6
Pre-Test 7
Participant’s Manual 8
OHIO’S PLA RUBRIC - High Standards High Standards - Consistency Consistency 9
Learning Activity 2: Rubric Concepts Review Rubric Concepts Review 8
THE RUBRIC CRITERIA AND SCORING 11
DOCUMENTATION 12
DOCUMENTATION • Align with specific course objectives & learning outcomes • Documents show specific & relevant: • Skills • Knowledge • Values • Attitudes • Understanding • Achievements • Experiences • Competencies • Training & Certifications 13
CRITERIA 14
CRITERIA • Sources of Learning • Demonstration of Learning • Evidence of Learning • Mastering Knowledge and Skills • Reflection on Learning • Presentation 15
CRITERIA Sources of Learning • Document learning experiences • Relate the learning experiences to the stated course learning outcomes • Examine and show how prior learning meets/fulfills the stated course outcomes • Document and describe learning experiences • Align past learning with the course learning outcomes 16
CRITERIA Demonstration of Learning Elements support course learning outcomes & field of study • Training certificate • Photographs/videos • Training record /multimedia • Transcript • PowerPoint • Work samples presentations • Business plan • Official documents • Publications of learning • Performance Reviews experiences 17
Kolb’s Learning Cycle 18
CRITERIA Mastering Knowledge & Skills • Optimal length experiences that are concrete & specific • Sustained application of knowledge & skills • Knowledge application to varied learning & problem solution 19
CRITERIA Reflection on Learning • Self-evaluation and critical reflection application & articulation • Ability to implement strategies • Introspection & cognizance of concrete experience knowledge 20
CRITERIA Presentation • Required documents included • Clear & well organized • Quality of documentation (including grammar and spelling) 21
RATINGS & SCORING Ratings are between 0 -3 • 0 - Does not meet ? • 1 – Partially meets 3 • 2 – Meets • 3 - Exceeds 2 1 0 22
RATINGS & SCORING Scoring runs between 0 -18 • 12 – Recommended successful score ? • 1 – the least # score required in each 18 18 of the six criteria 0 23
Learning Activity 3: The Rubric in Application The Rubric in Application Entire Group Entire Group 24
OUR GOAL Determine how well they align with each criteria What is here? What is missing? Discussion about all. 25
DETERMINING COMPLETENESS • Are all required documents included? • Organize the portfolio elements in a way that makes sense to you. • If applicable, what is missing? 26
FULFILLMENT OF CRITERIA • Does the documentation fulfill the criteria? • How should it be scored? • What is your rationale for scoring the components? 27
COMPARING INDIVIDUAL AND GROUP RATINGS • Find consensus as a group on portfolio ratings • Compare them to your individual scores • Have you changed your mind on any ratings? 28
COMPARING OUR RATINGS AGAINST THE ORIGINAL ASSESSOR’S • How do the original assessor’s ratings compare to your individual and the group ratings? • What do you agree and disagree on? • Did this exercise cause you to change any of your ratings? 29
BORDERLINE/INCOMPLETE PORTFOLIOS • What should you do if a portfolio is incomplete? • Your institution may have policies and procedures to follow. Do you know what they are? 30
ADDRESSING CHANGES/RESUBMISSION • Some omissions/changes may be rectified by requesting minor improvements/documents • What are your institution’s policies and procedures? 31
Learning Activity 4: The Rubric in Application II The Rubric in Application II Small Groups 32
OUR GOAL 1. Review one portfolio in small groups 2. Determine how well it aligns with each criteria 33
IDENTIFY COMPONENTS • What components does this portfolio have? 34
IDENTIFY RELEVANT COMPONENTS • Identify which portfolio components will be examined • Sort out unneeded documents • Organize the components you will use 35
PORTFOLIO COMPLETENESS • Does it look complete? • Is anything missing? • Identify what is needed, if anything 36
ALIGNMENT TO CRITERIA • Where each component fits • How well it aligns with learning outcomes 37
REVIEW AND SCORE • Components: • Show clear evidence of mastery of course learning outcomes & competencies • Align with Rubric expectations 38
BORDERLINE/INCOMPLETE PORTFOLIOS • Responding to portfolios that need more work • Within your institution’s policies/procedures, adequately communicate to student what is needed. • Writing clear rationales assists with the request/resubmission process. 39
ORIGINAL ASSESSOR’S SCORES • Review original ratings • Do their rationales provide more insight? • Would they provide impetus to change your scores? 40
Learning Activity 5: The Rubric in Application III The Rubric in Application III Pairs 41
OUR GOAL 1. Review one portfolio in pairs 2. Determine how well it aligns with each criteria 42
IDENTIFY RELEVANT COMPONENTS • Identify which portfolio components will be examined • Are there documents that are not relevant? • Organize the components to be assessed 43
PORTFOLIO COMPLETENESS • Does it look complete? • Is anything missing? • If so, what? 44
ALIGNMENT TO CRITERIA • Where does each component fit within the six criteria? • How well does it align with learning outcomes? 45
REVIEW AND SCORE • Do the Components: • Show clear evidence of mastery of course learning outcomes & competencies? • Align with Rubric expectations? 46
BORDERLINE/INCOMPLETE PORTFOLIOS • Were there any borderline scores? • How will you deal with this? 47
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