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Category:Schools & Education | Tags:rubric, assessment, learning

Created:on 2008-04-25 | Updated:on 2008-04-25

Online sources for Applying Cognitive Science to learning and teaching.

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- the performance to be assessed should be
  observable and measurable.
- For example, if
  the criterion is that “Students will know the states of the union,” it may not
  be clear what “know” means.
- Engaging students in a discussion about “What makes for a good speech” (or essay
  or model or dance or…) can help them deepen and internalize their understanding
  of the criteria for a quality performance in that particular area.
- If,
  however, the primary purpose of the assessment is formative, or to give feedback
  to learners to support them in improving their performance, then more
  performance levels (and more performance criteria) give the learner more
  specific information about the features of the performance that need attention.
- making a holistic judgment
- Rubrics guide instructional design and delivery.
- a
  rubric-maker faces a similar challenge in trying to design a rubric that is
  neither too narrow nor too broad.

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