M. JayakumarSri Krishna Institutions

Coimbatore

Autonomy Demands

Accountability( to all stakeholders)

Innovation( course delivery, support service)

Relevance( program offering)

Acceptance ( of your Assessment)

Bench marking ( for quality sustenance)

Collaboration ( national, International)

Promotion (of lifelong & autonomous learning)

Responsiveness - quick(Strategic planning)

Collegiality ( among teachers, not managerialism)

Higher Education has been under pressure tobecome more accountable, responsive, efficient,more entrepreneurial and self-managing

Social and Cultural Relevance of Higher Educationis seen as obsolete and replaced by economicrationality

Tendency of a free market to build monopoliesresulting inefficient outcomes

Government and its agencies are incapable ofperfect performance in designing andimplementing public policy because of defects ofdemocracy and inefficiencies of public agencies toproduce and to distribute goods and services

How do we Eliminate

Non-serious TeachersNon-serious StudentsNon- serious CurriculumNon- serious AssessmentOur Collective Wisdom will Work There should not be any surprise for assesses

but there can be surprise for assessors Assessment tools and methods to be shared

before assessment

Challenge of Assessing fundamentals and application experience

Knowledge, Skills and Behavior modification

Instructor and Examiner are two different persons

Non – Serious assessors

Lack of / incomplete feedback

Self – Assessment is not considered

Teachers are subjective : some students feel

Out of Syllabus

Too difficult / too easy question papers

Students measure their performance against other students instead of pre – determined performance criteria

The List is Endless

A scoring rubric is a standard of performance for a

defined population

It is a pre-determined set of goals and objectives

on which to base an evaluation

S.M. Brookhart describes a scoring rubric as,

“Descriptive scoring schemes that are developed

by teachers or other evaluators to guide the

analysis of the products or processes of students’

efforts.”

◦ A scoring tool that lays out the specific expectations for an assessment task (Stevens & Levi, 2005)

◦ A set of clear explanations or criteria used to help teachers and students focus on what is valued in a subject, topic, or activity (Russell, & Airasian, 2012).

Components of a rubric:◦ Criteria/Indicator aspects of an assessment task which the assessor

takes into account when making their judgment

May use different weightings for different criteria◦ Level of Attainment

often use grade level descriptors

Rubrics are criterion-referenced, rather than norm-

referenced.

Raters ask, “Did the student meet the criteria for

level 4 of the rubric?” rather than “How well did

this student do compared to other students?”

This is more compatible with cooperative and

collaborative learning environments than

competitive grading schemes and is essential

when using rubrics for program assessment

because you want to learn how well students have

met your standards.

For teachers:

• Prompt a criterion-referenced assessment

• Provide students with detailed and timely feedback

• Encourage critical thinking

• Facilitate communication with others involved in scoring

• Help to refine teaching skills/learning activities

For students:

• Clarify the teacher’s expectations of student performance

• Provide informative descriptions of expected performance

• Help to monitor and critique own work

Rubrics help educators’ grade projects fairly. Rubrics

speed up the grading process with clearly outlined

goals.

Rubrics allow the student to use the scoring sheet to

grade someone else’s work.

Rubrics are an easy way for parents to understand the

final grade on the assignment. Rubrics help to define

the goal and reason for the assignment or project.

Rubrics keep students on track during the course of

the assignment.

Rubrics give more specific feedback so that the

student can see where his/her strengths and

weaknesses lie.

Rubrics are a tool to help the student dig deeper into an assignment.

Rubrics are easy to understand and can help give instructions about the project. Rubrics outline various skill sets that students should be aware of during the assignment.

Rubrics allow students to check their work throughout the project for instant monitoring and feedback. Rubrics give teachers data for future planning and curriculum design

Rubrics ensure that different teachers will all grade a project using the same criterion and goals.

Dimension of Difference Assessment Evaluation

Timing Formative Summative

Focus of Measurement Process-Oriented Product-Oriented

Relationship Between Administrator and Recipient Reflective Prescriptive

Findings, Uses Thereof Diagnostic Judgmental

Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed

Standards of Measurement Absolute Comparative

Relation Between Objects of A/E Coöperative Competitive

Holistic rubrics

Single criteria rubrics (one-dimensional) used to

assess participants' overall achievement on an

activity or item based on predefined achievement

levels;

Performance descriptions are written in

paragraphs and usually in full sentences.

General holistic scoring rubric

General analytic scoring rubric

Task-specific analytic scoring rubric

Task-specific holistic scoring rubric

Two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows. Allows you to assess participants' achievements based on multiple criteria using a single rubric. You can assign different weights (value) to different criteria and include an overall achievement by totaling the criteria;

Written in a table form.

Collection of Information (about something)

Used for (some purpose)

Purpose, Collection, Interpretation of collected data

Both Quantitative and Qualitative Information

Broader than measurement

Measurement Application of a set of rules (some score scale) to an

attribute of something or someone to obtain quantitative

information about it

Evaluation Assessment information to make judgment about worth

of something

Whether it is Assessment, Measurement, Evaluation immediate feedback is very essential

64% in Mid – Term exam by Raman

If you use the information (64%) to conclude that the student should attend remedial coaching – Evaluation

If you ask what the problem seems to be (reasoning) – Assessment

Evaluation helps to make changes in instructional decision making

Assessment – Formative and Summative

Assessment is not based on one test or one task nor it is expressed by mark or grade but rather in a report form with scales or levels as well as description and comment from the teacher

Usefulness of something (measures its utility)

Gauges the performance of a person, completed project, process or product to determine its worth or significance

It is a systematic and objective process of measuring or observing someone or something with an aim to draw conclusion, using criteria, usually governed by a set of standards or by making comparison

It ascertains whether the standards or goals established or met or not

Decide what kind of rubric you are going to make- general or task

specific, and then analytic or holistic.

Use a Word processing software or Excel to make a chart.

If you are creating an analytic scoring rubric, divide the project or

assignment up into parts (for example, a math project might have the

categories – creativity, understanding of mathematical concepts,

correct answers, presentation, effort, etc.).

Place these categories in one column down the left side of the table or

chart.

Create a scoring method. You can use numbers (i.e. 1-5) and attach

words to each number (like 1 is poor, 2 is below average, 3 is average,

4 is above average, and 5 is excellent). If it is a task-specific analytic

rubric, you can be even more descriptive.

Put these scores along the top of the chart in one row. Each score

should represent a column.

Now you have to write up a short blurb for each category and score.

Here is an example of a task-specific analytic scoring rubric for a math

project.

Sense making

Social Intelligence

Novel &Adaptive thinking

Inter disciplinarity

Computational thinking

New media Literacy

Cognitive Load Management

Cross cultural Competency

Design Mindset

Virtual Collaboration

• Extreme longevity: Increasing global life spans change the nature of careers and learning

• Multiple careers will be commonplace and lifelong learning to prepare for occupational change will see major growth

• well-experienced and still vital workforce, organizations will have to rethink the traditional career paths in organizations, creating more diversity and flexibility

Rise of smart machines and systems: Workplace automation nudges human workers out of rote, repetitive tasks

Over the next decade, new smart machines will enter offices, factories, and homes in numbers we have never seen before. They will become integral to production, teaching, combat, medicine, security, and virtually every domain of our lives the machines will become our collaborators, augmenting our own skills and abilities. Smart machines will also establish new expectations and standards of performance

Computational world: Massive increases in sensors and processing power make the world a programmable system

The diffusion of sensors, communications, and processing power into everyday objects and environments will unleash an unprecedented torrent of data and the opportunity to see patterns and design systems on a scale never before possible

The collection of enormous quantities of data will enable modeling of social systems at extreme scales, both micro and macro, helping uncover new patterns and relationships that were previously invisible object, every interaction, everything we come into contact with will be converted into data

New communication tools require new media literacies beyond text

As technologies for video production, digital animation, augmented reality, gaming, and media

editing, become ever more sophisticated and widespread, a new ecosystem will take shape around these areas. We are literally developing a new vernacular, a new language, for communication

New media is placing new demands on attention and cognition. It is enabling new platforms for creating online identity while at the same time requiring people to engage in activities such as online personal reputation and identity management.

Social technologies drive new forms of production and value creation. It means to collaborate and play at extreme scales, from the micro to the massive. Learning to use new social tools to work, to invent, and to govern at these scales is what the next few decades are all about

Open education platforms are increasingly making content available to anyone who wants to learn A new generation of organizational concepts and work skills is coming not from traditional management/organizational theories but from fields such as game design, neuro-science, and happiness psychology. These fields will drive the creation of new training paradigms and tools.

Increased global interconnectivity puts diversity and adaptability at the center of organizational operations

In our highly globally connected and interdependent world, the United States and Europe no longer hold a mono-poly on job creation, innovation, and political power.Organizations from resource- and infrastructure-constrained markets in developing countries like India and China are innovating at a faster pace than those from developed countries

Andrade, H. G. 2000. Using Rubrics to Promote

Thinking and Learning. Educational Leadership

57(5)

Mertler, Craig A. 2001. Designing Scoring Rubrics

for Your Classroom. Practical Assessment,

Research & Evaluation7(25). Retrieved August 30,

2013

Popham, W.J. 1997. What’s Wrong and What’s

Right with Rubrics Educational Leadership

(October): 72

Questions PleaseMail your Comments to

jayakumarm@skcet.ac.in