Great effort on this assessment. You provided very specific and measurable examples of learning assessments to be used in your course. Your rationales and tenets were supported with scholarly evidence. You did a very nice job of addressing how students would be evaluated for each assessment. The rubric you created aligned your assessment objective with various performance levels. The areas which need revision are the discussions of multiple learning domains, communication of grading requirements to learners, and reliability and validity. Make sure you see my feedback on each individual criterion. I look forward to seeing your progression on your next attempt.
CRITERION:Describe processes that can be used for determining the validity and reliability of an assessment.
Non-Performance
Does not describe processes that can be used for determining the validity and reliability of an assessment.
Faculty Comments:“
Although closely related, reliability and validity are different concepts and we do not prove both just because we prove one. There are different measure and tests of both reliability and validity. Choose a method for establishing each and walk your audience through that process. Support your choices and assertions with scholarly research. This is one of the most difficult parts of proving the worth of any new tool for assessment and evaluation.
CRITERION:Assess learning in multiple domains (for example, cognitive, psychomotor, and affective).
Non-Performance
Does not assess learning in multiple domains (for example, cognitive, psychomotor, and affective).
Faculty Comments:“
Make sure discuss learning in multiple domains.
CRITERION:Provide a brief description of an assessment that will be used to evaluate specific learning outcomes.
Distinguished
Provides a brief description of an assessment that will be used to evaluate specific learning outcomes, and clearly communicates how the assessment serves the needs of the learner.
Faculty Comments:“
You did a great job of describing in detail the assessment you would use in the course. You supported your choice with rationales for student learning and backed that up with scholarly evidence. Now think about what other assessment methods could be used and how those would look in the course. What are the weaknesses or your chosen assessment compared to other methods? At this level and above we should always be thinking about all of the options beyond our choice and the strength of our choice in comparison to others. Very nice work here!
CRITERION:Explain the steps in assembling and administering tests for specific learning outcomes.
Distinguished
Explains the steps in assembling and administering tests for specific learning outcomes, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the process).
Faculty Comments:“
Very good job of walking your audience through all of the steps of administering your assessment and how this tests for your learning objectives. You met distinguished by evaluating and including discourse about the unknown parts and contingencies of your assessment. This is what we do as expert nurse educators. Nice work!
”
CRITERION:Create performance-level criteria that are distinct and progress in a clear and logical order.
Distinguished
Creates performance-level criteria that are distinct and progress in a clear and logical order, and identifies assumptions on which the progression is based.
Faculty Comments:“
Nice job of creating a rubric that clearly aligns the learning objective to each assessment item and then shows distinct levels of mastery for each of those assessment items. You removed all ambiguity form the grading rubric so students can understand exactly how they are being graded and faculty are guided on how to grade. Both of these are primary functions of a grading rubric. Great work here!
”
CRITERION:Determine how grading expectations should be communicated to learners.
Non-Performance
Does not determine how grading expectations should be communicated to learners.
Faculty Comments:“
Please discuss how grading expectations will be communicated to learners.
CRITERION:Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Distinguished
Writes clearly and logically, with use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.
Faculty Comments:“
Your writing style is clean, clear, and highly effective. You have good grammar, spelling, and punctuation. You know how to make writing and language a powerful tool to disseminate ideas.