Deb Boisvert's List: portfolio

• This video gives an overview of  the Sakai Collaborative and Learning Environment (CLE) product,  how Sakai is used in in teaching, learning, collaboration, and portfolios,  how the Sakai community works,  how Sakai works to improve interoperability through standards,  and some technical detail about Sakai.

• consistency of the language
• As Wiggins (1998) suggests, generic rubrics should always be accompanied by exemplars of student work or task indicator lists. The variability of student and rater interpretation can be reduced significantly when generic terms are clarified with task-specific exemplars or indicators
• Many of the rubrics that are accessible online were created by teachers for specific tasks, and others were originally designed as holistic rubrics for large scale assessment, where the goal is to create an overall portrait of the performance. The latter are not necessarily  intended to describe a continuum of learning as it is assessed in classrooms.
• basic consistency problems, meaning that the attribute or the performance criterion itself changes from level to level.
• This does not mean that words, such as none, not or seldom, should always be avoided in rubric design, but that their use should represent one end of a continuous and consistent scale without undue negativity. However, when rubrics are not modified to reflect a positive continuum, they may perpetuate low expectations for certain students rather than promote learning.
• • Are all the performance criteria explicitly stated? Are the performance criteria present in the rubric those intended? Is there anything that is implicitly expected in the students’ products or performances that is not stated in the rubric?
   
  • Are the attributes explicitly stated for each performance criterion?   Are the  underlying characteristics of the performance criteria known? Are these attributes clearly articulated within the rubric?
   
  • Are the attributes consistently addressed from one level to the next on the progression scale? Is the rubric addressing the same attributes for each student’s product or performance across the levels? Does the value of the attribute vary in each level descriptor, while the attribute itself remains consistent across the scale levels?

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• This could be in conflict when we are also looking at a cut line for "passing" - Deb Boisvert on 2009-04-25