| Original submission元の投稿 : |
発表の題名: Rubrics: Designing for Student Learning 発表の種類: Workshop (90 mins) ワークショップ（９０分） 発表の言語: English 英語 発表のキーワード: rubrics, assessment, video assessment, advanced grading, Assignment Module, Video Assessment Module 発表の要約: Rubrics, qualitative feedback done on paper or online, contribute more to student learning compared to numeric scores (100,80,60) or letter grades (A, B, C). Moodle since version 2.1, has had an attractive and intuitive rubric designer built into its Assignment Module as an "advanced grading" system. This rubric-maker was then added into the Video Assessment Module for self, peer, class, and teacher assessment. When designing rubrics for students to use themselves rather than for teachers or administrators to use, it is called "Assessment for Learning". When designing assessments for learning, the rubric becomes the teaching content as students begin to understand the words used in the rubrics. Assessment then becomes transparent and accomplishing the task and its content are more important than the actual score. Learning is then more intrinsic and less exam-driven. In this workshop, two rubric-designing teachers will show how to make a good rubric on paper, and then how to make a good rubric in Moodle for self, peer and teacher assessment. Participants should bring their own devices to learn directly how to use and design the rubrics. We will also show how rubrics were used in presentation classes, and how rubrics can be combined with video-recorded or live performances. In addition, the best rubric examples will be shared as a freely downloadable "Rubric Course" on the Moodle Association of Japan Showcase Site (formerly the 'Hub'). If requested by participants, this workshop will be presented bilingually. |
| Abstract要約 : |
Rubrics, qualitative feedback done on paper or online, contribute more to student learning compared to numeric scores (100, 80, 60) or letter grades (A, B, C). Moodle since version 2.1, has had an attractive and intuitive rubric designer built into its Assignment Module as an "advanced grading" system. This rubric-maker was then added into the Video Assessment Module for self, peer, class, and teacher assessment. When designing rubrics for students to use themselves rather than for teachers or administrators to use, it is called "Assessment for Learning". When designing assessments for learning, the rubric becomes the teaching content as students begin to understand the words used in the rubrics. Assessment then becomes transparent and accomplishing the task and its content are more important than the actual score. Learning is then more intrinsic and less exam-driven. In this workshop, two rubric-designing teachers will show how to make a good rubric on paper, and then how to make a good rubric in Moodle for self, peer and teacher assessment. Participants should bring their own devices to learn directly how to use and design the rubrics. We will also show how rubrics were used in presentation classes, and how rubrics can be combined with video-recorded or live performances. In addition, the best rubric examples will be shared as a freely downloadable "Rubric Course" on the Moodle Association of Japan Showcase Site (formerly the 'Hub'). If requested by participants, this workshop will be presented bilingually.
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Peer Review 1
| Criteria | Assessment |
|---|
| 10 / | | 10 / | | 10 / | | 10 / | | 10 / | | 50 / | | | 100 / |
Feedback This presentation looks to be well-planned and informative to Moodle newbies and veterans alike. Well done. Peer Review 2
| Criteria | Assessment |
|---|
| 8 / | | 10 / | | 10 / | | 10 / | | 9 / | | 45 / | | | 92 / |
Feedback The author might want to tighten up the abstract. It is a bit wordy with a few parts that are unclear. I suggest that the author think about the sentences below and how important they are to the content of the presentation. When designing rubrics for students to use themselves rather than for teachers or administrators to use, it is called "Assessment for Learning". When designing assessments for learning, the rubric becomes the teaching content as students begin to understand the words used in the rubrics. Assessment then becomes transparent and accomplishing the task and its content are more important than the actual score. Learning is then more intrinsic and less exam-driven. Peer Review 3
| Criteria | Assessment |
|---|
| 8 / | | 7 / | | 8 / | | 9 / | | 7 / | | 40 / | | | 79 / |
Feedback This should be a useful workshop for attendees. Is 90 minutes necessary to accomplish the desired tasks? If participants are to design their own rubric the length may be appropriate. Examples of previously used rubrics should help attendees understand their usefulness. Reference to some literature about the use of rubrics may help prospective attendees in preparing themselves for the workshop. |