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Designing an Assessment Tool

Designing an Assessment Tool. The complexity and variety of the ASs required that we need a variety of assessment tools to assess the learners performances such as memoranda of marking checklist rubrics. Designing an Assessment Tool. How to design a rubric.

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Designing an Assessment Tool

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  1. Designing an Assessment Tool • The complexity and variety of the ASs • required that we need a variety of • assessment tools to assess the • learners performances such as • memoranda of marking • checklist • rubrics

  2. Designing an Assessment Tool How to design a rubric • Develop criteria from the Learning Outcome and Assessment Standards • List criteria in a column on the left of the rubric grid • For each criterion develop level descriptors

  3. Designing an Assessment Tool EXAMPLE OF RUBRIC Use ASs to describe the criteria Descriptors outlining the achieved performance

  4. Principles for writing descriptors • Avoid overly negative or offensive wording at the • lowest levels of achievement. • Use the level descriptors for formative assessment and • feedback. • Each level descriptor should indicate a distinctly • different level of performance. • Start with the descriptor level that indicates that the • criterion has been ACHIEVED. Then develop • descriptors for other levels of achievement • (above and below).

  5. Principles for writing descriptors (Cont.) • The rubric should challenge learners to perform at a • high level of academic achievement. • For summative assessment the rubric may be • changed into a scoring rubric by allocating • marks to the different descriptors.

  6. Why scoring rubric? To be able to calculate the 25% of SBA (CASS) we need marks and/or percentages. Therefore the level descriptors must be translated to marks or percentages.

  7. How to change to a scoring rubric • An easy way of changing a rubric into a • scoring rubric is to count the number of criteria • and multiply it with the levels. • It is also possible to weight those criteria, • which you consider to be more important • than the others. • For example, you might think that • some of the criteria are worth more marks • than the others.

  8. Example of a scoring rubric? If certain criteria are weighted more than others, more marks e.g. x2 can be allocated to those criteria The 12/16 means that the learner obtained a score of 75%. For reporting % should be converted to corresponding rating code

  9. Why scoring rubric? To be able to calculate the 25% of SBA (CASS) we need marks and/or percentages. Therefore the level descriptors must be translated to marks or percentages.

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