This may seem obvious, but is not required for all reflective assessment. Use the rubric to grade student work.
You should be clear whether you want free writing or whether you want students to structure reflections according to a model or another form of structure.
This can be done in preparation for the course/initiative with colleagues or tutors – especially if they are involved in the marking. When asking for reflections the reader is the audience, therefore the level of detail/emotional disclosure should be appropriate for their role.
For original click here. Adapted and used with permission from Karen Franker.
This is often done on a blackboard, with each person in turn announcing his/her ratings as they are entered on the board.
Give each scorer a copy of several student products that are exemplars of different levels of performance.
Attempt to reach consensus on the most appropriate rating for each of the products being examined by inviting people who gave different ratings to explain their judgments. Are only the relevant aspects included throughout the full reflection? Both staff and students need to have a shared understanding of what is expected. Part 1. - Implementing Stepped Marking (an explanation of stepped marking and to implement it.) In order to support the mutual understanding and clarity of the criteria against which work is being evaluated, it is highly recommended that assessment criteria are presented in the form of a rubric, because using a rubric requires the incorporation of certain features that help clarify the marking and feedback process. Moon, J.A (2006) Learning Journals: A handbook for reflective practice and professional development.
These are also called “dimensions.”.
Examples: The English Department collected essays from students in all sections of English 100. These criteria are only examples; please make sure you adapt these to your needs. We encourage a standard setting session to set the score needed to meet expectations (also called a “cutscore”).
Developing a rubricPart 5. To set the stage for the assessor. As highlighted in other places in the Reflection Toolkit, when posing reflective tasks to students it is important to know your assessment criteria.
The University of Edinburgh is a charitable body, registered in Scotland, with registration number A team of faculty members evaluated the essays by applying an analytic scoring rubric. Some of them will be general with clear overlaps, while other are very specific. This is critical to all reflection, but may show up implicitly in other criteria. The reflection demonstrates connections between current experience and material from courses, previous experiences, and/or existing knowledge. Once you choose a criterion, you should write you own explanation of what it means in relation to your specific assessment. Has the reflector made an attempt to find the nuances of the problems and explored beyond what is immediately evident? The fact that their reflections are assessed is likely to affect what a reflector shares, but it should not change that what they share is genuine.
Holistic: Explain that readers should assign the score or level of mastery that best describes the whole piece; some aspects of the piece may not appear in that score and that is okay. Many faculty members find that students will create higher standards for themselves than faculty members would impose on them. Complex products or behaviors can be examined efficiently. Reflections should be used in action.
For an example of two different lengths of reflections over the same incident, see Gibbs’ reflective cycle in the Reflectors’ Toolkit.
Palgrave Macmillan, New York. Important: When developing a rubric for program assessment, enlist the help of colleagues.
Sample rubricsPart 6. Assessment Criteria and Rubrics That the criteria against which submissions are evaluated is clear to both markers and students is of fundamental importance to the fairness of assessments, and consequently to their robustness. When including and describing this criterion, you should make it clear that including intense emotions without addressing them critically, or oversharing emotional hardship alone, will not receive good marks.
Make sure that the word count is appropriate for the depth of reflection you are looking for. These open as Word documents and are examples from outside UH.
This can be useful for tasks that are completed in contact hours rather than those completed outside contact hours - just remember that ‘vocal’ does not necessarily mean engaged, and quiet does not mean ‘not present’. Limit the characteristics to those that are most important to the assessment.
A single dimension is adequate to define quality.
Once the group is comfortable with how the rubric is applied, the rating begins.
It should be clear from the reflections that the reflector has gained new knowledge about themselves, the situation, and/or their own practice.
This is particularly useful in vocational degrees such as nursing or veterinary medicine where students often try theoretical frameworks in practice. Explain how it was developed. Designing scoring rubrics for your classroom. Step 3: Identify the levels of mastery/scale (columns).
Step 4: Describe each level of mastery for each characteristic/dimension (cells). If you can quickly summarize the scores, present a summary to the group at the end of the reading. Suggestion: have 6 anchor pieces (2 low, 2 middle, 2 high). Below are directions for an assessment coordinator carrying out this process. Authenticity and reflection as performance – reflection with an audience, Examples of two different lengths of reflection in Gibbs’ reflective cycle, Freedom of information publication scheme. Have students self-assess their products using the rubric and hand in their self-assessment with the product; then, faculty members and students can compare self- and faculty-generated evaluations. Use what seems helpful, but do not apply them without considering the relevance to your specific reflective activity or assignment.
SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a Once everyone is done, collect everyone’s ratings and display them so everyone can see the degree of agreement. By defining this criterion, you can help students write appropriate reflections. Using rubrics can lead to substantive conversations among faculty.
(For example clarity, critical thinking, evidence, etc.).
Routledge, London. They should apply the criteria without concern for how often each score is used. What is a rubric?Part 2. Review feedback and revise.
You might want students to develop and evidence their thought processes using existing theories. Why use a rubric?Part 3. It is possible to be authentic, while writing for an audience. For original click here.
But it would be highly relevant if you are asking them to reflect on a specific topic, for example what it means to be a professional in your field. If you are marking the assessment, an assessment rubric becomes particularly important and should be provided to students to guide them in their reflective assignments. What is important is including emotional responses to critical incidents as a guide for one’s analysis of the situation and synthesis of new learning.
Students can the monitor themselves and their peers using agreed-upon criteria that they helped develop. What are the different dimensions that make up the assignment/activity? The presence of both criteria and performance level descriptions distinguishes rubrics from other kinds of evaluation tools (e.g., checklists, rating scales). Each of those reports are then scored by a Biology professor. Faculty members can use rubrics for program assessment.
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