Criteria and Rubric Development /
Create a 1-2 page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).
Select an assessment strategy for your learning objectives from Assessment 1( course description and alignment table).What assignment would you give your learners, and how are you going to assess their performance?
Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
If the learning objective assesses the cognitive domain, what assessment tool would you use?
If the learning objective assesses the psychomotor domain, how will you test for proficiency?
If the learning objective assesses the affective domain, how will you know if the learner is proficient?
Consider the various processes that can be used for determining the validity and reliability of an assessment.
Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
Determine how grading expectations can be communicated to learners.
Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.
Part One – Assessment Description and Rationale
The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:
An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
The rationale provides the evidence -based support for your chosen assessment strategy.
You must complete the following in Part One:
Write a brief description of the assessment.
Describe the type of assessment tool that will be used to assess the learning objectives.
Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.
Part Two – Create a Grading Rubric
Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template [DOC].
Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.
Non-performance.
Basic.
Proficient.
Distinguished.
Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.
