Using rubrics in moodle to manage assessment
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This document provides an overview of using rubrics in Moodle to increase assessment rigour. It discusses the purpose and advantages of rubrics, including transparency, increased reliability, and richer feedback. The document guides participants through creating rubrics in groups by identifying assessment criteria and writing performance levels, and setting up a rubric in Moodle. Tips are provided for effectively using rubrics, such as involving students and practicing with rubrics.
Using rubrics in moodle to manage assessment
- 1. Working with Rubrics in Moodle to Increase Assessment Rigour. Monday 12th March 2018. Chris Rowell
- 2. Learning Outcomes: • Identify the purpose and advantages of using rubrics. • Examine the process of making effective rubrics; • Set up and mark student assignments using rubrics in Moodle.
- 3. What is rubric – a silly example: Suppose you were teaching an acting class and wanted your students to be able to laugh on cue!
- 5. What are the advantages of using rubrics? • Transparency • Increases reliability • Richer feedback • Encourages students to take responsibility for their own learning… • Helps target the next steps..
- 6. Task 1: In your groups: Introduce yourself: what subjects do you teach. Look at the UAL rubric and discuss the following questions: 1. What makes a good rubric? 2. Could you assess your students assignments using this rubric? 3. What changes would you make to the rubric? 20mins.
- 7. What makes a good rubric? • Criteria - Uni-dimentional. • Performance levels - specific descriptions of what is expected at each level. • Reliability • Good validity
- 8. Task 2: writing a rubric In groups (of 2/3): • Decide on 2 or 3 assessment criteria (based on the assignment). • Write the performance levels for your assessment criteria. 30 mins
- 9. Live demo: https://vle.lsbu.ac.uk/ How to set up a rubric in Moodle
- 10. Task 3: setting up a rubric in Moodle In your groups: • Add an assignment • Attached you ‘cake’ rubric to your assignment • Be prepared to share your rubric with the rest of the group 20 mins.
- 11. Tips for using rubrics: • Ensure rubrics are made available for students before they begin work on tasks • Discuss assessment rubrics with students in class time. • Practise using rubrics in class. • Involve students in developing assessment rubrics
- 12. Further reading: • Baron, J. and Keller, M. (2003). Use of rubrics in online assessment. Evaluations and Assessment Conference, University of South Australia. • Boud, D. (2010). Assessment Futures website. University of Technology Sydney. • Murray-Harvey, R., Silins, H. and Orrell, J. (1996). Assessment for Learning, School of Education, Flinders University, Adelaide. • Reddy, Y.M. and Andrade, H. (2009). A review of rubric use in higher education. Assessment and Evaluation in Higher Education 35 (4): 435–448. • Sadler, D.R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159–179. • Smith, C., Sadler, R. and Davies, L. Assessment Rubrics. Griffith Institute for Higher Education, Griffith University.
Editor's Notes
- #4: Add link to video… Show video egs: The joker in Batman/ Santa Claus in the Christmas movie https://youtu.be/fikv5ByrVyM
- #5: “A Rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria”….thus it includes 2 things: Coherent sets of criteria Descriptions of levels of performance for these criteria
- #6: The main purpose of rubrics is to asses performance: Benefits of using an assessment rubric. Provides a transparent framework that clarifies assessment requirements and standards of performance for different grades. In this, they support assessment as learning; students can see what is important and where to focus their learning efforts. Allows assessors to give specific feedback to students on their performance and can result in richer feedback to students, giving them a clearer idea where they sit in terms of an ordered progression towards increased expertise in a learning domain. Encourages students to take responsibility for their own learning when they are involved in their construction. Makes students aware of assessment processes and procedures, enhance their meta-cognitive awareness, and improve their capacity to assess their own work when used for self-assessment and peer assessment. Helps teachers develop a shared language for talking about learning and assessment by engaging teams in rubric-based conversations about quality.. Helps assessors efficiently and reliably interpret and grade students’ work. Helps teachers target the next steps needed for students to improve their learning as it systematically illuminates gaps and weaknesses in students’ understanding against particular criteria.
- #8: Criteria – should be uni-dimentional Performance levels – there should be clear gradations of quality – specific descriptions of what is expected at each level. Reliability – often relates to time….the 10th assignment should give the same grade as the first Good validity – score what is central to the assignment not what is just easy for the eye to see or easy for the teacher to mark
- #10: 1. Demo how to set up a rubric: Go to 17/18 Chris Rowell – Test site in Chrome: Turn editing on. Click on: ‘Rubrics’. Click on ‘Assignment’ (Created for workshop) Click on Advanced grading Demo setting up a Rubric 2. Demo how it looks from a students perspective in Internet Exploxer.
- #12: Ensure that assessment rubrics are prepared and available for students well before they begin work on tasks, so that the rubric contributes to their learning as they complete the work. Discuss assessment rubrics with students in class time. Use these discussions to refine and improve rubrics in response to students' common misunderstandings and misconceptions. Practise using rubrics in class. Have students assess their own, their peers' and others' work. Involve students in developing assessment rubrics, and involve them more as they become competent in doing so. This encourages them to be independent and to manage their own learning. Frame your assessment feedback to students in the terms laid out in the rubric, so that they can clearly see where they have succeeded or performed less well in the task.