Rubrics and Alternative Assessment

Alternative Assessment (Rubrics)

The ABCD Learning Objectives Framework

Weekly Task: Readings & Resources

Readings are required! Go carefully through them and use them to help form a basis for your postings in the weekly discussions.

Learning Objectives

For the rest of this course, we will be talking about and using behavioral learning objectives, following the ABCD model. Even if you are familiar with another model, please use this one so we are all speaking the same language, as it were.

• Here is an article, Writing Behavioral Learning Objectives, explaining behavioral learning objectives. The article was written by Timothy R. Graeff at Middle Tennessee university.
  http://www.mtsu.edu/ltanditc/docs/behavioral_learning_objectives_Graeff.doc
• "How to Write Clear Objectives" from Pennsylvania State University's Teaching and Learning office gives the basic overview of the ABCD model that we will be using:
  http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/
• "Classifying Objectives" from the Innovative Technology Center at the University of Tennessee is a revised Bloom's Taxonomy. Make sure you think about writing learning objectives that address a range of skills on the hierarchy, as well as being observable.
  http://edtech2.tennessee.edu/projects/bobannon/classifications.html

Digital Bloom's Taxonomy

• Bloom's Taxonomy Blooms Digitally
  http://www.techlearning.com/article/blooms-taxonomy-blooms-digitally/44988
• Educational Origami Blog -an in depth look at Bloom's Digital Taxonomy.
  http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Rubrics and Alternative Assessment

New types of learning require new types of assessment. Rubrics are a wonderful way to clarify expectations for holistic grading, such as for writing or speaking. The rubric becomes a kind of contract between the teacher and the learners, so that learners know that if they do the things associated with "excellent" in the rubric, they will get an "excellent" mark. Rubrics also help to make assessment more objective because instructors can grade tasks and assignments against a clear set of evaluative criteria. Students are more motivated, and assessment is easier. It is important that students must get the rubrics when they begin a task so that they know what the expectations are.

• Alternative learning; alternative assessment:
  http://www.nclrc.org/essentials/assessing/alternative.htm

• Recommended Internet tool for creating rubrics: RubiStar. You must join RubiStar (it's free) and sign in to save your rubrics.: http://rubistar.4teachers.org/

• Here are some instructions for joining RubiStar and creating a rubric:RubiStar Instructions

• General information about rubrics and assessment (note--while the information in this website is valid and helpful, not all links within this website work). Assessment Guides and Rubrics for Language Classes: Rubrics Resources

• Practical Ideas on Alternative Assessment: http://www.cal.org/resources/digest/tannen01.html

Rubric Tutorial:
http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

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