2017 pd day 3 · rubrics of all tasks are there. i’ve provided a marked one for you for this...

2017 PD Day 3

Rubrics: For teachers, students… or?

Gus Wong

MEB Uni Curriculum Coordinator/ELICOS Teacher

Gus.Wong@monashcollege.edu.au

2

Contents

1. Motivation

2. Introduction of Task

3. Research Questions

4. What did I do Differently?

5. Student Feedback

6. Recommendations

7. Moving Forward

1. Motivation

Thank you for coming to me for feedback, Rebecca.

(slightly annoyed and quite disappointed): Gus, I’d like to know why I received only a pass for this paper.

A Conversation (End of Semester)

Source: http://sweetgrace.typepad.com/the_inadvertent_farmer/2009/11/

1. Motivation

This is a very good question, Rebecca. Have you had a chance to read through the marked rubric as well as the comments left all through your essay?

(more annoyed and disappointed by this point): Why didn’t I get a higher grade, Gus? I think this paper should be at least a distinction.

Source: http://sweetgrace.typepad.com/the_inadvertent_farmer/2009/11/

1. Motivation

The rubric of this task, in which you’ll find all the relevant marking criteria.

(perplexed): What rubric?

Source: http://sweetgrace.typepad.com/the_inadvertent_farmer/2009/11/

1. Motivation

It’s attached to the unit outline, which you were asked to read carefully at the start of the semester. All rubrics of all tasks are there. I’ve provided a marked one for you for this task. Have you read it after the paper was returned to you?

(surprised): What?

Source: http://sweetgrace.typepad.com/the_inadvertent_farmer/2009/11/

1. Motivation

Why don’t you read through the marked rubric and the comments and then you can ask me questions in the next appointment about what you don’t understand?

(very surprised): Oh…

Source: http://sweetgrace.typepad.com/the_inadvertent_farmer/2009/11/

1. Motivation

Okay…*

* No subsequent appointment was made by this student.

Source: https://au.pinterest.com/morbidmissi/guess-what-day-it-is/

1. Motivation

The Issues:

▪ Many students do not read the rubric/relevant marking criteria, both before and after their submission.

➢ Implication: They do not know what is expected of them in particular tasks.

▪ Many students do not understand the rubric/relevant marking criteria, both before and after their submission.

➢ Implication: They do not know how to meet particular standards/why they have not met particular standards.

▪ This is observed across universities, and at different levels of tertiary education, but is likely even more pronounced for international students (at the pre-university level).

1. Motivation

• The Issues: What is a Rubric?

Why use a Rubric? Source: https://www.quora.com/How-can-one-solve-a-3%C3%973-Rubiks-Cube

1. Motivation

Possible Solutions:

▪ Establish an engagement with the primary assessment tool, the rubric/marking criteria.

▪ Consider my understanding on what constitutes explicit teaching and ensure I deliver that.

1. Motivation

• Examples of Rubric

1. Motivation

Summary:

▪ Students do not know what is expected of them in particular tasks.

▪ Students do not know how to meet particular standards/why they have not met particular standards.

▪ A need to teach rubrics explicitly.

2. Introduction of Task

The Action Research Project

When: All through 2016

Classes: 3-Part EAP 10 week courses

Data Collection: 3 times

Assessment Task Description

2. Introduction of Task

Major Task:

• Write a compare & contrast essay on ideas from 4 articles

• Articles provided

• Annotation

• A total of 3 workshops + Final assessment

Workshops:• WS1: Intro of

Task/Rubric/Annotation• WS2: Compare & Contrast

Essay Structure/Referencing/Revision

• WS3 (3 days): Timed Practice –Vocab/Explore Question/Timed Annotation, Planning and Writing

• Final Assessment (3 days): Vocab/Explore Question/Timed Annotation, Planning and Writing

3. Research Questions

• Teaching rubric already part of the workshops

Teacher: I had taught students everything but did they know they had been taught everything they needed?

Q2: How do I build/strengthen the link between the discrete learning and teaching activities and the assessment task?

Students: Still lacked the conceptual link between what was stated in the rubric and what they actually produced in their responses

Q1: How do I build/strengthen this conceptual link between what is stated in the rubric and what students actually produce?

Q3: How does addressing Q1 and Q2 in the learning and teaching process influence students’ confidence in making use of rubrics independently in the remaining of their academic career?

4. What did I do Differently?

• Constructive Alignment (Biggs & Tang, 2011)

• Understanding by Design (Wiggins & McTighe, 2005)

• Backward engineering design models

• Teachers identify the desired results and then work backwards to decide what evidence would be acceptable and then plan the desired learning experiences through careful scaffolding

Devise learning

outcomes

Design assessment tasks based on learning outcomes

What students need to

know and

practise to

achieve ATs

Teach and learn skills

and knowledge

needed

PracticesReflectionsRevisions

Independent production

of ATs

Successful production

of ATs –Reach

Learning Outcomes

4. What did I do Differently?

4.1. Exploring the Rubric in some Greater Depth

4.2. Build a Portfolio of Teaching Materials

4.3. In-class Moderation

4. What did I do Differently?

4.1. Exploring the Rubric in some Greater DepthAim: Foster an in-depth understanding of the task in question /alignment between expectations

4. What did I do Differently?

4.1. Exploring the Rubric in some Greater Depth

• In groups, explore 1 criterion (focusing on 5-4 range)

• What does each of the descriptors mean?

• What do you need to put into your essay in order to score 5-4 in your group’s assigned criterion?

4. What did I do Differently?

4.1. Exploring the Rubric in some Greater Depth

4. What did I do Differently?

4.1. Exploring the Rubric in some Greater Depth

4. What did I do Differently? 4.1. Exploring the Rubric in some Greater Depth

• In groups, explore 1 criterion (focusing on 5-4 range)

• What does each of the descriptors mean?

• What do you need to put into your essay in order to score 5-4 in your group’s assigned criterion?

• Compare and contrast ideas from four articles about the population growth of Australia. Based on the comparison and contrast presented, do you think Australia should stay small or grow bigger?

4. What did I do Differently?

4.2. Build a Portfolio of Teaching Materials

• Aim: Build an explicit/strong link between learning and teaching activities and assessment task

4. What did I do Differently?

4.2. Build a Portfolio of Teaching Materials

4. What did I do Differently?

4.3. In-class Moderation

4. What did I do Differently?

4.3. In-class Moderation

4. What did I do Differently?

4.1. Exploring the Rubric in some Greater Depth

4.2. Build a Portfolio of Teaching Materials

4.3. In-class Moderation

4. What did I do Differently?

Research Questions

Teacher: I had taught students everything but did they know they had been taught everything they needed?

Q2: How do I build/strengthen the link between the discrete learning and teaching activities and the assessment task?

Students: Still lacked conceptual link between what was stated in the rubric and what they actually produced

Q1: How do I build/strengthen this conceptual link between what is stated in the rubric and what students actually produce?

Q3: How does addressing Q1 and Q2 in the learning and teaching process influence students’ confidence in making use of rubrics independently in the remaining of their academic career?

3. Student Feedback

5. Student Feedback

“I think using a Rubric is very important for students because it makes the expectations of the teacher more clear.”

“In my home country teachers often mark based on their passions. Therefore, Rubrics are very interesting.”

“Use Rubrics more often in class (not just for some skills).”

“Force the student to look at rubric often makes them always have a reference of quality in all their homework or assessments.”

5. Student Feedback

“I think Rubric is very useful. It’s fair for students when teacher’s mark the essay.”

“It would be better if we use the rubric not just for the main task but for different activities we do during the course.”

“It’s good for us to mark the sample essay following the rubric.”

“You’d done very well. I love it.”

5. Student Feedback

Research Questions

Teacher: I had taught students everything but did they know they had been taught everything they needed?

Q2: How do I build/strengthen the link between the discrete learning and teaching activities and the assessment task?

Students: Still lacked conceptual link between what was stated in the rubric and what they actually produced

Q1: How do I build/strengthen this conceptual link between what is stated in the rubric and what students actually produce?

Q3: How does addressing Q1 and Q2 in the learning and teaching process influence students’ confidence in making use of rubrics independently in the remaining of their academic career?

6. RecommendationsRepeated Implementation of a 3-part Learning with RubricsProgram:

• Part 1: Analysing the rubric– Identifying key words and explore the specific meaning of each

criterion.

• Part 2: Collating teaching materials– Relating teaching materials and activities to competencies

contained within the rubric.

• Part 3: Moderating sample essays– Strengthening the link between learning and teaching activities,

and assessment task.

* Team planning/teaching is encouraged at each stage

6. Recommendations

Flow on Benefits for Teachers:

• Maintaining standards of teaching and staff accuracy on assessment (IRRs).

• Encouraging pre-task sharing and interaction among teachers, and between teachers and students.

• Facilitating mentoring for teachers new to particular assessment tasks.

6. Recommendations

Source: http://www.af.mil/News/Article-Display/Article/613649/meet-the-airmen-of-wake-island/

References

• Biggs, J.B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead, England: Open University Press.

• Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, Virginia: ASCD.

7. Moving Forward

Discussion Points:

• Have you done something similar? How similar and how different?

• Is such a tool adaptable to Monash Diploma, IELTS Preparation and Monash English courses?