Portfolio-Based Assessment Rubric Training 1 Learning Activity 1: - - PowerPoint PPT Presentation

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Portfolio-Based Assessment Rubric Training 1 Learning Activity 1: - - PowerPoint PPT Presentation

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Portfolio-Based Assessment Rubric Training 1 Learning Activity 1: Welcome & Introductions Welcome & Introductions 2 Welcome & Introductions 3 3 Assessor Training: Learning Outcomes Discuss the rubric rating and scoring

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Portfolio-Based Assessment Rubric Training

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Learning Activity 1:

Welcome & Introductions Welcome & Introductions

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Welcome & Introductions

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Assessor Training: Learning Outcomes

  • Describe a rubric and its use.

Describe a rubric and its use.

  • Define and label the components of a
  • Define and label the components of a

rubric. rubric.

  • Describe the structure of the
  • Describe the structure of the

Portfolio Portfolio-based rubric. based rubric.

  • Identify the characteristics of
  • Identify the characteristics of

effective portfolio review included in effective portfolio review included in the Portfolio the Portfolio-based rubric. based rubric.

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  • Discuss the rubric rating and scoring

Discuss the rubric rating and scoring system. system.

  • Interpret the individual rating
  • Interpret the individual rating

components and associated rating components and associated rating scale. scale.

  • Practice applying the rubric grid on a
  • Practice applying the rubric grid on a

sample portfolio. sample portfolio.

  • Examine and
  • Examine and

appraise appraise a sample a sample portfolio using the rubric. portfolio using the rubric.

  • Evaluate and
  • Evaluate and

justify justify your review and your review and scoring of a sample portfolio. scoring of a sample portfolio.

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Facilitator Training: Learning Outcomes

  • Describe a rubric and its use.

Describe a rubric and its use.

  • Define and label the components of a
  • Define and label the components of a

rubric. rubric.

  • In particular: Describe the structure of
  • In particular: Describe the structure of

the Portfolio the Portfolio-based rubric. based rubric.

  • Identify the characteristics of effective
  • Identify the characteristics of effective

portfolio review included in the portfolio review included in the Portfolio Portfolio-based rubric. based rubric.

  • Discuss the rubric rating and scoring
  • Discuss the rubric rating and scoring

system. system.

  • Interpret the individual rating
  • Interpret the individual rating

components and associated rating components and associated rating scale. scale.

  • Practice applying the rubric grid on a

Practice applying the rubric grid on a sample portfolio. sample portfolio.

  • Examine and
  • Examine and

appraise appraise a sample a sample portfolio using the rubric. portfolio using the rubric.

  • Evaluate and
  • Evaluate and

justify justify your review and your review and scoring of a sample portfolio. scoring of a sample portfolio.

  • Use the Facilitator’s Manual and
  • Use the Facilitator’s Manual and

requisite materials and resources to requisite materials and resources to lead workshops at their own lead workshops at their own institutions. institutions.

  • Apply and demonstrate the principles
  • Apply and demonstrate the principles

learned during their Facilitator’s learned during their Facilitator’s workshop. workshop.

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Online Component

Completed Completed Prior to Prior to this Workshop this Workshop

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Pre-Test

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Participant’s Manual

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OHIO’S PLA RUBRIC

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  • High Standards

High Standards

  • Consistency

Consistency

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Learning Activity 2:

Rubric Concepts Review Rubric Concepts Review

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THE RUBRIC

CRITERIA AND SCORING

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DOCUMENTATION

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DOCUMENTATION

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  • Align with specific course objectives &

learning outcomes

  • Documents show specific & relevant:
  • Skills
  • Knowledge
  • Values
  • Attitudes
  • Understanding
  • Achievements
  • Experiences
  • Competencies
  • Training & Certifications
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CRITERIA

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CRITERIA

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  • Sources of Learning
  • Demonstration of Learning
  • Evidence of Learning
  • Mastering Knowledge and Skills
  • Reflection on Learning
  • Presentation
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CRITERIA

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Sources of Learning

  • Document learning experiences
  • Relate the learning experiences to the stated course

learning outcomes

  • Examine and show how prior learning meets/fulfills the

stated course outcomes

  • Document and describe learning experiences
  • Align past learning with the course learning outcomes
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CRITERIA

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Demonstration of Learning

Elements support course learning outcomes & field of study

  • Training certificate
  • Training record
  • Transcript
  • Work samples
  • Business plan
  • Publications
  • Performance Reviews
  • Photographs/videos

/multimedia

  • PowerPoint

presentations

  • Official documents
  • f learning

experiences

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Kolb’s Learning Cycle

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CRITERIA

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Mastering Knowledge & Skills

  • Optimal length experiences that are concrete & specific
  • Sustained application of knowledge & skills
  • Knowledge application to varied learning & problem solution
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CRITERIA

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Reflection on Learning

  • Self-evaluation and critical reflection application & articulation
  • Ability to implement strategies
  • Introspection & cognizance of concrete experience knowledge
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CRITERIA

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Presentation

  • Required documents included
  • Clear & well organized
  • Quality of documentation (including grammar and spelling)
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RATINGS & SCORING

Ratings are between 0

  • 3
  • 0 - Does not meet
  • 1 – Partially meets
  • 2 – Meets
  • 3 - Exceeds

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3

?

2 1

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RATINGS & SCORING

Scoring runs between 0

  • 18
  • 12 – Recommended successful score
  • 1 – the least # score required in each
  • f the six criteria

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18 18

?

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Learning Activity 3:

The Rubric in Application The Rubric in Application

Entire Group Entire Group

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OUR GOAL

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Determine how well they align with each criteria What is here? What is missing? Discussion about all.

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  • Are all required documents included?

DETERMINING COMPLETENESS

  • Organize the portfolio elements in a

way that makes sense to you.

  • If applicable, what is missing?
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  • Does the documentation fulfill the criteria?
  • How should it be scored?
  • What is your rationale for scoring the

components?

FULFILLMENT OF CRITERIA

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  • Find consensus as a group on portfolio ratings
  • Compare them to your individual scores
  • Have you changed your mind on any ratings?

COMPARING INDIVIDUAL AND GROUP RATINGS

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  • How do the original assessor’s ratings compare

to your individual and the group ratings?

  • What do you agree and disagree on?
  • Did this exercise cause you to change any of

your ratings?

COMPARING OUR RATINGS AGAINST THE ORIGINAL ASSESSOR’S

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  • What should you do if a portfolio is incomplete?
  • Your institution may have policies and procedures to
  • follow. Do you know what they are?

BORDERLINE/INCOMPLETE PORTFOLIOS

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  • Some omissions/changes may be rectified by

requesting minor improvements/documents

  • What are your institution’s policies and procedures?

ADDRESSING CHANGES/RESUBMISSION

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Learning Activity 4:

The Rubric in Application II The Rubric in Application II

Small Groups

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  • 1. Review one portfolio in small groups
  • 2. Determine how well it aligns with each criteria

OUR GOAL

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  • What components does this portfolio have?

IDENTIFY COMPONENTS

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  • Identify which portfolio components will be

examined

  • Sort out unneeded documents
  • Organize the components you will use

IDENTIFY RELEVANT COMPONENTS

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  • Does it look complete?
  • Is anything missing?
  • Identify what is needed, if anything

PORTFOLIO COMPLETENESS

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  • Where each component fits
  • How well it aligns with learning outcomes

ALIGNMENT TO CRITERIA

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  • Components:

REVIEW AND SCORE

  • Show clear evidence of mastery of

course learning outcomes & competencies

  • Align with Rubric expectations
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  • Responding to portfolios that need more work

BORDERLINE/INCOMPLETE PORTFOLIOS

  • Within your institution’s

policies/procedures, adequately communicate to student what is needed.

  • Writing clear rationales assists with

the request/resubmission process.

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  • Review original ratings
  • Do their rationales provide more insight?
  • Would they provide impetus to change your

scores?

ORIGINAL ASSESSOR’S SCORES

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Learning Activity 5:

The Rubric in Application III The Rubric in Application III

Pairs

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  • 1. Review one portfolio in pairs
  • 2. Determine how well it aligns with each criteria

OUR GOAL

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  • Identify which portfolio components will be

examined

  • Are there documents that are not relevant?
  • Organize the components to be assessed

IDENTIFY RELEVANT COMPONENTS

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  • Does it look complete?
  • Is anything missing?
  • If so, what?

PORTFOLIO COMPLETENESS

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  • Where does each component fit within the six

criteria?

  • How well does it align with learning outcomes?

ALIGNMENT TO CRITERIA

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  • Do the Components:

REVIEW AND SCORE

  • Show clear evidence of mastery of

course learning outcomes & competencies?

  • Align with Rubric expectations?
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  • Were there any borderline scores?
  • How will you deal with this?

BORDERLINE/INCOMPLETE PORTFOLIOS

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  • Review original assessor’s ratings
  • Do you agree with their rationales for scoring?
  • Based on these, will you change your scores?

ORIGINAL ASSESSOR’S SCORES

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Learning Activity 6:

Facilitating a Workshop Facilitating a Workshop

Pairs: Role

  • playing

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  • To prepare you to facilitate a training session on your

campus.

OUR GOAL

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  • Follows same format as Participant manual
  • More information to assist in leading a workshop

THE FACILITATOR’S MANUAL

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Manual “Key”: Provides overview and visual cues

KEY

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Icons: Indicate modes and materials

KEY

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Learning Activities: Descriptive headings are numbered

KEY

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Format: Indicates large to small group activity

KEY

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Time: Estimates time needed to complete an activity

KEY

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Materials: List of what you will need for the activity

KEY

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Portfolio Components: Lists the name of the portfolio or components to be used

KEY

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PowerPoint: Lists the name of the PowerPoint to be used

KEY

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Overview: List of what will be covered

KEY

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Learning Objectives: LO’s for that activity

KEY

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Narration/Instructions: Separated into two columns

KEY

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Script: Text that facilitator will

  • say. Boldface indicates

instructions and normal type is to be read out loud

KEY

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Slide: Column on right contains thumbnails of associated slides

KEY

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Consistent Organization: For each Learning Activity

LEARNING ACTIVITES

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QUESTIONS?

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  • Work in pairs
  • Take turns as Facilitator using Activity #5
  • Portfolio Evaluation List can be used as reference
  • Main facilitator will circulate to assist you and answer

questions

ROLE PLAYING ACTIVITY A

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  • Discuss and review
  • Questions and comments
  • How may we improve on this activity?

WRAPPING UP ACTIVITY A

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  • Work in pairs
  • Switch roles and use Activity #5
  • Portfolio Evaluation List can be used as reference
  • Main facilitator will circulate to assist you and

answer questions

ROLE PLAYING ACTIVITY B

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  • Discuss and review
  • Questions and comments
  • How may we improve on this activity?

WRAPPING UP ACTIVITY B

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Learning Activity 7:

Workshop Wrap Up Workshop Wrap Up

Entire Group

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LET’S REVIEW THE MAIN POINTS

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You have accomplished the following:

  • Explained a rubric and its

use

  • Recalled and understood

the components and structure of the rubric

  • Identified the

characteristics of an effective portfolio

  • Discussed and employed

the rubric rating and scoring system

  • Interpreted the individual

rating components and associated rating scale

  • Practiced applying the

rubric grid on a sample portfolio

  • Examined and appraised

both good and bad sample portfolios using the rubric

  • Evaluated and justified

your review and scoring of sample portfolios

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This is the time to ask remaining questions you may have

FINAL QUESTIONS?

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Final Activity 8:

Workshop Evaluation & Post test Workshop Evaluation & Post test

Individually

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Place your screenshot here

POST TEST

Three-part assessment

  • 1. Workshop evaluation
  • 2. Rubric knowledge
  • 3. Portfolio evaluation

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Link to assessment: (Link here)

WHAT YOU’LL NEED

  • Computer
  • Link to assessment
  • Rubric,
  • Portfolio (name/number here)
  • Portfolio evaluation list
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THANKS!

Any questions?

Remember to take both manuals with you once you’ve completed the assessments

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Licen ensing s state atemen ent a and D DOL d L discla laimer er

This workforce solution was funded by a grant awarded by the U.S Department of This workforce solution was funded by a grant awarded by the U.S Department of Labor’s Employment and Training Administration. The solution was created by the Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S Department of grantee and does not necessarily reflect the official position of the U.S Department of

  • Labor. The Department of Labor makes no guarantees, warranties, or assurances of
  • Labor. The Department of Labor makes no guarantees, warranties, or assurances of

any kind, express or implied, with respect to such information, including any any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. availability, or ownership.

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This work is licensed under the Creative Commons This work is licensed under the Creative Commons Attribution 4.0 International License. It is attributed to Attribution 4.0 International License. It is attributed to Ohio TechNet. To view a copy of this license, visit Ohio TechNet. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by/4.0/

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CONTACT INFORMATION CONTACT INFORMATION

Bowling Green State University Barb Henry Lorain County Community College: Carrie Delaney (cdelaney@lorainccc.edu) Karin Hooks (khooks@lorainccc.edu) University of Cincinnati Maureen Schomacher