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In Tables 2 and 3, we look at programs in Agriculture and Family and Consumer Sciences that also employ this type of self-assessment instrument. These should be of significant interest to colleagues in adult programming because often they present information in a single session with no formal follow-up. Yet it is still important that the people served feel that they have some method to measure what they have learned. Table 2.

Producers using this rubric will be able to assess the differences that are found in cattle-handling facilities and make decisions about which system best suits their needs. Remember that costs are not one of the criteria, but are implied in the rubric. Table 3 is an instructional rubric for end-of-life preparation. Many people find this issue overwhelming because of its complexity. Breaking the process down into clearly identifiable steps helps the participant measure what has been accomplished and how much is left to do. Possible Future Disability Durable power of attorney trusts, living will, health care power of attorney, bank or government forms, etc.

Final decisions are made. Will, trust s , and other testamentary documents, such as a letter of last instruction or a memorandum disposing of selected items of personal property. An Extension educator's role normally ends at Level 3, but that role is critical to help the participant progress to higher levels. Educational materials that have been developed by Extension educators include:.

These examples show that regardless of subject matter, instructional rubrics have a place in helping the program participant determine their level of current knowledge or readiness and what is required to increase their knowledge or readiness. For Extension professionals, it reveals opportunities for program improvement, and it outlines areas for additional teaching interventions. Andrade, H. Using rubrics to promote thinking and learning. Educational Leadership. Jensen, K. Effective rubric design: Making the most of this powerful assessment tool.

Science Teacher. Phifer, S. Rubrics: A handbook for construction and use. Technomic Publishing Co. ISSN Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Authentic assessment of scientific ability, The Internet and Higher Education, 10 3 , Goertzen, P. Interpersonal dimensions of community in graduate online learning: Exploring social presence through the lens of Systemic Functional Linguistics, The Internet and Higher Education, 10 3 , Hale, J.

A guide to curriculum mapping: Planning, implementing, and sustaining the process. Harlow, L. J, Morrow, J. Teaching of Psychology, v 33 n4 p Hart, P. Educational Leadership, v 53 n6 p Henderson, T. Multimedia Handbook of Engaged Learning Projects. Hildebrand, M. Jacobs, H. Mapping the big picture: Integrating curriculum and assessment K Jonassen, D. Learner-Generated vs. Instructor-Provided Analysis of Semantic Relationships. Journal of Computing in Higher Education, v 4 n2, Jones, T.

Juul, J. Utrecht: Universiteit Utrecht, Keegan, D. Interaction and communication, Chapter 6, pp. In Keegan, D. Kent, UK. Khan, K. Medical Teacher, v 23 n2, Lyle, V. Unpublished Manuscript. Marion School District 2, Marion, Illinois. Mager, R. Preparing Instructional Objectives. Belmont, Calif. Michael, D. Proof of learning: assessment in serious games. Mueller, Jon Authentic Assessment Toolbox [online document].

Montgomery, K. Authentic assessment: A guide for elementary teachers. Palomba, C. Assessment essentials: Planning, implementing, and improving assessment in higher education. Perraton, H. A theory for distance education. In Distance education: International perspectives, ed. Sewart, D. Keegan, and B. Holmberg, New York: Routledge. Piccoli, G. Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic it skills training. MIS Quarterly , 25, 4, Udelofen, S.

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Keys to curriculum mapping: strategies and tools to make it work. Vandervelde, J. Visscher-Voerman, I. Paradigm in the theory and practice of education and training design. Educational Technology, Research and Development, 52 2 , Vanchar, S. Struggling with theory?

A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research Development 58 1 ,39 - Werbach, K. For the Win.

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Whitlock B. A systematic approach to performative and authentic assessment. Reference Services Review, v41, 1, Aldridge, A. Online testing: Best practices from the field. Creating a Virtual Learning Community , 2 1. Allen, T. The taxonomy of educational objectives. Arter, J. Rubrics, scoring guides, and performance criteria: Classroom tools for assessing and improving student learning. Bartel, M. How to write a test for both creativity and knowledge. Bixler, B. Writing educational goals and objectives. New York: Addison Wesley. Clark, D. Courts, P. Assessment in higher education: Politics, pedagogy, and porfolios.

Westport, Connecticut: Praeger Publishers. Division of Instruction. Portfolio assessment in quest Quality Education for Every Student. Gronlund, N. Assessment of student achievement, 6 th edition. Needham Heights, MA: Longwood. Haldayna, T. Writing test items to evaluate higher order thinking. Haladyna, T. A taxonomy of multiple-choice item-writing rules. Applied Measurement in Education , 2 1 Heywood, J. Assessment in higher education , 2nd edition. Wiley, New York: Chichester. Huitt, W. Bloom et al.

Ittelson, J. An overview of eportfolios. Jacobs, L. Developing and using tests effectively: A guide for faculty. San Francisco: Jossey-Bass. Krumme, G. Major categories on the taxonomy of educational objectives. Klenowski, V. Developing portoflios for learning assessment. Lewis, K. New directions for teaching and learning , 87 Fall.

McKeachie, W. College teaching series, 12 th edition. Boston: Houghton Mifflin Company. Mehrens, W. New York: Holt, Rinehart and Winston, On Purpose Associates. Portfolio assessment. In Funderstanding. Richey, R. Design and Development Research. Runte, R. How to write tests. Steinkuehler, C. Stevens, K. Rural schools as regional centers of e-Learning and the management of digital knowledge: The case of Newfoundland and Labrador. Suen, H. Principles of test theories.

Rubrics: A Handbook for Construction And Use

Taggart, G. Rubrics: Handbook for construction and use. Tarouco, L. New tools for assessment in distance education [online document]. Tracey, M.

ERIC - ED - Rubrics: A Handbook for Construction and Use.,

ID model construction and validation: a multiple intelligences case. Educational Technology Research and Development, 55 4 , Walvooord, B. Effective Grading: A tool for learning and assessment. Zimmaro, D. Developing grading rubrics. Willis, J. Chickering, A. Implementing the seven principles: Technology as lever. AAHE Bulletin , 49 2 Education and identity, 2nd edition.

Cradler, J Implementing technology in education: Recent findings from research and evaluation studies. Policy Brief. Ehrmann, S. Asking the right questions: What does research tell us about technology and higher learning?


The magazine of higher learning , 27 2. Studying teaching, learning and technology: A tool kit from the Flashlight Program.

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Flashlight Program. Assessing the impact of technology on student learning: Preparing students for what? Haertel, G. Evaluating educational technology: Effective research designs for improving learning. Harley, D.

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Patrick J. Summary Basic concepts of scoring rubrics and general procedures of rubrics developed are introduced in this paper. The focus is on holistic scoring for the performance assessment items or tasks in standardized testing situations in mathematics and science. A scoring rubric is the established criteria, including rules, principles, and illustrations, used in scoring responses to individual items and clusters of items of performance assessment.

It has three main functions: establishing objective criteria of judgment, providing established expectations to teachers and students, and maintaining focus on content and standards of a student work. There are two major approaches to classify scoring rubrics. Analytic scoring and holistic scoring procedures are rubrics by depth of information provided. General scoring and item-specific scoring are rubrics by breadth of application.

The method is preferred when a quick and consistent judgment is needed and when the skills being assessed are complex and interrelated. Standardized assessments usually use holistic scoring. Analytic scoring judges each dimension of a performance item or task independently and produces both dimension scores and a total score. It provides more detailed information but takes more time. It is mostly used for diagnostic purposes. A general scoring rubric applies to similar performance tasks such as presentation, while specific rubric is designed for a particular item.

Most standardized assessments in mathematics and science design their performance assessment items with specific rubrics. A scoring rubric includes four important elements: dimension, definition and example of dimension, scale, and standards of excellence. A scoring rubric scale can be numerical, qualitative, or combination of the two.

A numerical scale is often used in mathematics and science performance items. Usually the total number of scores is between 2 to 6 points. The bottom line is not to have so many points that it is hard for scorers to reach agreement, or too few to distinguish between students. A scoring rubric developer can have three options: adopt, adapt, or start from the beginning. If you can find an exact match of an existing rubric with your item, you may adopt it.