# data[].attributes.headline
Best Practices in Soft Skills Assessment

# data[].attributes.subject
Best Practices in Soft Skills Assessment

# data[].attributes.headline
Techniques for Assessing Course-Related Knowledge & Skills

# data[].attributes.subject
Techniques for Assessing Course-Related Knowledge & Skills

# data[].attributes.headline
par amim, CHAVE: Expanding our Understanding of Assessment and Feedbackin Irish Higher Education

# data[].attributes.subject
par amim, CHAVE: Expanding our Understanding of Assessment and Feedbackin Irish Higher Education

# data[].attributes.headline
alternative assessments: acho este semnario da Geraldine crucial para trabvalho assincrono

# data[].attributes.subject
alternative assessments: acho este semnario da Geraldine crucial para trabvalho assincrono

# data[].attributes.headline
Feedback strategies to enhance student learning

# data[].attributes.subject
Feedback strategies to enhance student learning

# data[].attributes.body
https://docs.google.com/document/d/1ttvTOGLZuzjp_Cna2aqbPP_x0assEOFf/edit?ts=5ef606d9#

# data[].attributes.headline
uma entrevista curta em que aponto os desafios que o guia EUA identificou

# data[].attributes.subject
uma entrevista curta em que aponto os desafios que o guia EUA identificou

# data[].attributes.attachment_link.title
Student assessment in learning and teaching - Manuel João Costa

# data[].attributes.attachment_link.title
Should we get rid of standardized testing? - Arlo Kempf

# data[].attributes.headline
Exemplars and case studies of Technology-Enhanced Assessment 

# data[].attributes.subject
Exemplars and case studies of Technology-Enhanced Assessment 

# data[].attributes.attachment_link.title
Technology-Enhanced Assessment Exemplars: Published version March 2020

# data[].attributes.attachment_link.title
Testing, Testing | Linda Darling-Hammond | TEDxStanford

# data[].attributes.attachment_link.readable_text
Published on

Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics

1. 1. Performance-Based Assessment Melody Grace M. Lizano

2. 2. What is Performance-Based Assessment?

3. 3. Performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study.

4. 4. The Office of Technology Assessment of the U.S. Congress described performance assessment as testing that requires a student to create an answer or a product that demonstrates his or her knowledge or skills.

5. 5. Group projects enabling a number of students to work together on a complex problem that requires planning, research, internal discussion, and group presentation.

6. 7. Essays assessing students' understanding of a subject through a written description, analysis, explanation, or summary.

7. 8. Experiments

8. 9. Experiments testing how well students understand scientific concepts and can carry out scientific processes.

9. 10. Demonstrations

10. 11. Demonstrations giving students opportunities to show their mastery of subject-area content and procedures.

11. 12. Portfolios

12. 13. Portfolios allowing students to provide a broad portrait of their performance through files that contain collections of students' work, assembled over time.

13. 14. What are the essential characteristics of a performance -based assessment?

14. 15. * Complex * Authentic * Process/ product-oriented * Open-ended * Time-bound

15. 16. What are the purposes of a performanc e-based assessment

16. 17. * track learners' work on a task * show them the value of their work processes * help them self-monitor so that they can use tools such as periodic reflections, working files and learning logs more effectively

17. 18.  Definition Of Performance Task  Benefits/Drawbacks  Characteristics  TYPES  Product  Extended Constructed Response  Performance TYPES OF PERFORMANCE- BASED TASK

18. 19. are tasks that ask students to create products or perform tasks to show their mastery of particular skills. Performance tasks

19. 20. Performance-Based Tasks Benefits  Often considered more authentic than traditional standardized test items  Higher-Order Thinking Skills  Measurement of Multiple Objectives and Concepts  Easily implemented within typical classroom structure Drawbacks  Must be carefully monitored to ensure standardization  Usually require more response time than traditional standardized test items  Often require administration of an accompanying assessment item that allows students to explain one or more aspects of their product or performance

20. 21. Characteristics of Performance-Based Tasks  call for the application of knowledge and skills, not just recall or recognition are open-ended and typically do not yield a single, correct answer.  establish novel and authentic

21. 22. provide evidence of understanding via transfer.  are multi-faceted.  can integrate two or more subjects as well as 21st century skills  open-ended tasks are Characteristics of Performance-Based Tasks

22. 23. Types of performance tasks

23. 24. Restricted Performance- Based Tasks  Extended Performance- Based Tasks  Product  Extended Constructed Response  Performance TYPES performance tasks

24. 25.  Restricted Performance Based Tasks Restricted to a specific, limited skill  Extended Performance Based Tasks Comprehensive, includes a variety of skills, gives students a lot of freedom in selecting, performing, and self- assessing on tasks.

25. 26. PRODUCT Examples: * drawings * paintings * sculptures * costumes * masks * Models

26. 27. EXTENDED CONSTRUCTED RESPONSE Examples: * Compare pieces of literature * solutions to environmental problems or economic events. * Analyze artwork, forms of government, or solutions to problems

27. 28. PERFORMANCE Examples: * playing a musical instrument * carrying out the steps in a scientific experiment * speaking a foreign language * reading aloud with fluency repairing an engine * working productively in a group.

28. 29. Process in Conducting Performance Based Assessment Brualdi, Amy (1998)

29. 30. STEP 1: Defining the Purpose

30. 31. A What concept, skill, or knowledge am I trying got assess? What should my students know? At what level should mu students be performing? What type of knowledge is being assessed: reasoning, memory or process? Stiggins, 1994

31. 32. STEP 2: Choosing the activity

32. 33. Formal Informal Students does not know Typical behaviour A Work habits Knows that you are evaluating Have them perform a task or finish a project

33. 34. B Select the focus: Process Product Is concerned with an actual task performance It is concerned with the final product alone and not the process

34. 35. A. Make an assessment test based on the syllabus, lessons, etc. of the Grade 7 class that you've gathered from the PNU ITL. Afterwards, let them answer your finished assessment. C Selecting Degree of Realism B. Enumerate and distinguish the different assessment methods. C. What is the appropriate assessment method to be used given the following context... (Pen and paper) D. Make an assessment test based upon the curriculum guide of your given certification level. Afterwards, let your classmates answer it. Your classmate will pretend that they are students of the same level as the grade level you've chosen.

35. 36. C Selecting Degree of Realism B. Enumerate and distinguish the different assessment methods. C. What is the appropriate assessment method to be used given the following context... (Pen and paper) A. Make an assessment test based upon the curriculum guide of your given certification level. Afterwards, let your classmates answer it. Your classmate will pretend that they are students of the same level as the grade level you've chosen. D. Make an assessment test based on the syllabus, lessons, etc. of the Grade 7 class that you've gathered from the PNU ITL. Afterwards, let the Grade 7 class of PNU answer your finished assessment.

36. 37. C Selecting Degree of Realism The learning objective Components of the overall skills required may be satisfied with a paper pencil test Practical constraints Task may not allow for realism to be created.

37. 38. STEP 3: Defining the Criteria

38. 39. STEP 3: Defining the Criteria Used to describe the expectations for a product, a process or a collection of evidence of learning

39. 40. Using criteria in local and state curriculums A

40. 41. B Develop own set of criteria * Identify the overall performance or task to be assessed and perform it yourself or imagine yourself performing it. * List the importance aspects of the performance or product. * Try to limit the number of performance criteria, so they can all be observed during a pupil's performance. * Express the performance criteria in terms of observable pupil behaviors or product characteristics. * Don't us ambiguous words that cloud the meaning of the performance criteria. * Arrange the performance criteria in the order in which they are likely to be observed.

41. 42. STEP 4: Creating Performance Rubrics * A rubric is a rating system by which teachers can determine at what level of proficiency a student is able to perform a task or display knowledge of a concept. * Can define the different level of proficiency for each criterion.

42. 43. Criteria Level of Performance

43. 44. STEP 5: Assessing the Performance * Checklist Approach * Narrative/ Anecdotal Approach * Rating Scale Approach * Memory Approach

44. 45. A Checklist Approach When you use this, you only have to indicate whether or not certain elements are present in the performances

45. 46. B Narrative/ Anecdotal Record When teachers use this, they will write narrative reports of what was done during each of the performances. From these reports, teachers can determine how well their students met their standards

46. 47. C Rating Scale Approach When teachers use this, they indicate to what degree the standards were met. Usually, teachers will use a numerical scale. For instance, one teacher may rate each criterion on a scale of one to five with one meaning "skill barely present" and five meaning "skill extremely well executed."

47. 48. D Memory Approach When teachers use this, they observe the students performing the tasks without taking any notes. They use the information from their memory to determine whether or not the students were successful.

48. 49. GUIDELINES IN DEVELOPING PERFORMANCE ASSESSMENT 1. What are the performance outcomes being assessed? 2. What standards are aligned with these performance outcomes?

49. 50. 3. How will you set the context for the task and engage students in authentic and relevant ways?

50. 51. 4. What materials/resources will students encounter and use in this performance assessment? 5. What specific question(s) and directions will be in your prompt? (What will your prompt say?) 6. What will students produce that will give you evidence of their performance?

51. 52. 7. What is your scoring system? 8. What scaffolding strategies or mini- tasks will help students access and complete the performance assessment? 9. How will you meet the needs of your diverse students?

52. 53. PROCEDURES IN DEVELOPING PERFORMANCE ASSESSMENT

53. 54. STEP 1. List the skills and knowledge you wish to have students learn as a result of completing a task.

54. 55. QUESTIONS TO CONSIDER * What important cognitive skills or attributes do I want my students to develop? * What social and affective skills or attributes do I want my students to develop? * What metacognitive skills do I want my students to develop * What types of problems do I want them to be able to solve? * What concepts and principles do I want my students to be able to apply? * ]

55. 56. STEP 2. Design a performance task which requires the students to demonstrate these skills and knowledge.

56. 57. QUESTIONS TO CONSIDER * How much time will it take students to develop or acquire the skill or accomplishment? * How does the desired skill or accomplishment relate to other complex cognitive, social, and affective skills? * How does the desired skill or accomplishment relate to long-term school and curricular goals? * How does the desired skill relate to the school improvement plan? * What is the intrinsic importance of the desired skills or accomplishment? * Are the desired skills and accomplishments teachable and attainable for your students?

57. 58. STEP 3. Develop explicit performance criteria which measure the extent to which students have mastered the skills and knowledge.

58. 59. EVERYTHING RUBRICS Rainer John T. Rovillos-Escaño III-3 BEE SHS

59. 62. DECISION

60. 63. PERFORMANCE

61. 64. DIDYOU KNOW? The word rubric comes from the Latin word for red. 진짜야?

62. 65. DIDYOU KNOW? The word rubric comes from the Latin word for red. 멋지다!

63. 66. WHAT IS RUBRIC? A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. (Brookhart, 2013)

64. 67. WHAT IS ITS PURPOSE? The main purpose of rubrics is to assess performances. For some performances, we observe the student in the process of improving his language skills, like delivering a persuasive speech or critiquing the latest movie.

65. 68. TYPES OF PERFORMANCES TYPES OF PERFORMANCES EXAMPLES Processes Physical skills Use of equipment Oral communication Work habits Playing a musical instrument Preparing a slide for the microscope Making a speech to the class Reading aloud Conversing in a foreign language Working independently Products Constructed objects Written essays, reports, term papers Other academic products that demonstrate understanding of concepts Watercolor painting Laboratory report Term paper on theatrical conventions in Shakespeare's day Model or diagram of a structure (atom, flower, planetary system, etc.) Concept map

66. 69. TYPES OF RUBRICS ANALYTIC HOLISTIC

67. 70. ANALYTIC RUBRIC An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions (called descriptors) of what the specified criteria look like for each level of performance. When scoring with an analytic rubric each of the criteria is scored individually.(DePaul University, 2017)

68. 71. EXAMPLES

69. 72. EXAMPLES

70. 73. EXAMPLES

71. 74. ADVANTAGES & DISADVANTAGES ADVANTAGES DISADVANTAGES  Gives diagnostic information to teacher.  Gives formative feedback to students.  Easier to link to instruction than holistic rubrics.  Preferable for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores.  Provide useful feedback on areas of strength and weakness.  Criterion can be weighted to reflect the relative importance of each dimension.  Takes more time to score than holistic rubrics.  Takes more time to achieve inter- rater reliability than with holistic rubrics.

72. 75. HOLISTIC RUBRIC A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale. (DePaul University, 2017)

73. 76. EXAMPLES

74. 77. EXAMPLES

75. 78. EXAMPLES

76. 79. ADVANTAGES & DISADVANTAGES ADVANTAGES DISADVANTAGES * Emphasis on what the learner is able to demonstrate, rather than what s/he cannot do. * Saves time by minimizing the number of decisions raters make thus scoring is faster than with analytic rubrics. * Can be applied consistently by trained raters increasing reliability and requires less time to achieve inter-rater reliability. * Good for summative assessment. * Single overall score does not communicate information about what to do to improve. * Not good for formative assessment because it does not provide specific feedback for improvement. * When student work is at varying levels spanning the criteria points it can be difficult to select the single best description. * Criteria cannot be weighted.

77. 80. TYPES OF RUBRICS ANALYTIC HOLISTIC

78. 81. ANAHOLISTIC RUBRIC "Anaholistic" rubrics, as the name implies, are a hybrid of analytical and holistic rubrics which identify specific components of an assignment that will be graded. An "anaholistic" rubric, however only identifies the criteria which need to be assessed and the maximum grade which may be awarded for each component of an assignment. The marker must decide what grade to award for each component based on the criteria provided. Criteria may be weighted as well, if necessary and appropriate.

79. 82. EXAMPLES

80. 83. WHY IS IT IMPORTANT? Rubrics are important because they clarify for students the qualities their work should have. This point is often expressed in terms of students understanding the learning target and criteria for success. For this reason, rubrics help teachers teach, they help coordinate instruction and assessment, and they help students learn.

81. 84. REFERENCES * Brookhart, S.M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Accessed March 2, 2017 at http://www.ascd.org/publications/books/112001/chapters/What- Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx * DePaul University. (2001-2017). Types of Rubrics. Accessed March 2, 2017 at http://resources.depaul.edu/teaching- commons/teaching-guides/feedback-grading/rubrics/Pages/types- of-rubrics.aspx * Queens University. (2017). Examples of Innovative Assessments. Accessed March 2, 2017 at http://www.queensu.ca/teachingandlearning/modules/assessmen ts/35_s4_05_types_of_rubrics.html

82. 85. * https://www.edutopia.org/blog/performance-based-assessment- reviewing-basics-patricia-hilliard * https://blog.performancetask.com/what-is-a-performance-task- part-1-9fa0d99ead3b#.9nszx5f2r * http://www.projectappleseed.org/assessment * http://webcache.googleusercontent.com/search?q=cache:http://c ms.education.gov.il/NR/rdonlyres/B8B6C46B-36AA-497A- 9FE7-4F34D8E7FE2A/30971/epages1227.doc

# data[].attributes.attachment_link.description
Published on Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics 1. Performance-Based Assessment Melody Grace M. Lizano 2. What is Performance-Based Assessment? 3. Performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study.

# data[].attributes.headline
Don’t Panic: The Hitch-hiker's Guideto Alternative Assessment

# data[].attributes.subject
Don’t Panic: The Hitch-hiker's Guideto Alternative Assessment

# data[].attributes.body
ainda que seja extenso... podem considerar-se algumas componentes

# data[].attributes.headline
Tangney (2014) Student centred learning a humanist perspective

# data[].attributes.subject
Tangney (2014) Student centred learning a humanist perspective

# data[].attributes.body
Podemos postar aqui sugestões/comentários

# data[].attributes.body
No final do módulo, os formandos deverão ser capazes de:
1.       refletir criticamente sobre as implicações dos conceitos de avaliação da/para/como aprendizagem.

2.       identificar e descrever alguns dos princípios estruturantes do processo avaliativo: equilíbrio, flexibilidade, fiabilidade, equidade e transparência., assim como alguns dos seus modelos, metodologias e métodos (formal/informal; contínua/ formativa/ sumativa; TBL, CBL, PBL…).

3.       caracterizar os papéis que vários agentes (docentes, estudantes, elementos externos) podem assumir na diversificação e humanização do processo de avaliação/aprendizagem.

4.       analisar o potencial e as limitações da integração de tecnologia digital no desenvolvimento de atividades e respetivos processos de feedback, tendo em conta tempo, o espaço, a interação e os intervenientes.

5.       desenvolver e apresentar uma proposta de avaliação sustentada em princípios estruturantes, em particular tendo em conta a articulação entre os objetivos de aprendizagem e os elementos de avaliação, e a distribuição destes em função do espaço, do tempo e da interação e dos intervenientes.

# data[].attributes.attachment_link.title
Summative Assessment: Overview & Examples

# data[].attributes.body
- Os formandos e os estudantes das equipas de mentoria analisam o recurso dos princípios e selecionam palavras-chave /preocupações(Voxnote)

# data[].attributes.body
Manuel João(30m)
- partindo dos resultados da atividade prévia (docentes e estudantes)

# data[].attributes.body
- 4 (6?) Pitches de práticas de avaliação inovadoras (1/2m cada - 2 UA e 2 UM)

ATIVIDADE 1: Questões por pitch
Falta pensar na estrutura e como se vai colocar em prática(Wordcloud?)

ATIVIDADE 2: Apresentar a atividade que vão realizar em grupo e sublinhar o papel do feedback

Desenha um gato! :-))

# data[].attributes.body
Trabalho em breakout rooms

-
Inclusão de um elemento inovador nas suas UC tendo em conta dinâmicas feedback

# data[].attributes.body
Como forma de contornar "copy/paste" - ask better questions!

# data[].attributes.headline
GUIA da EUA : student assessment: e 2020

# data[].attributes.subject
GUIA da EUA : student assessment: e 2020

# data[].attributes.body
Estes guia é talvez algo conceptual, mas é cruto foca diferentes perspetivas sobre a avaliação (incluindo assessment as learning) e propoe 3 desafios parao futuro próximo , que alinham no que estamos a propor (acho). participei no grupo qeu fez o documento e resumi.o numa entrevista, que colo no post it abaixo

# data[].attributes.headline
Equity, agency and transparency framework

# data[].attributes.subject
Equity, agency and transparency framework

# data[].attributes.body
"PARA SABER MAIS" este documento é hard stuff: abril de 2020, referencia para estudo: acho que seria bom trazermos os temas AGENCY and EQUITY , podemos fazê-lo com esta base sem pedir qeu leiam isto (fica par acuriosos)

# data[].attributes.headline
STAFF USE OF TECHNOLOGY-ENHANCED ASSESSMENT INHIGHER EDUCATION: A SYSTEMATIC REVIEWOctober 2018OFFORASASSESSMENTLEARNING

# data[].attributes.subject
STAFF USE OF TECHNOLOGY-ENHANCED ASSESSMENT INHIGHER EDUCATION: A SYSTEMATIC REVIEWOctober 2018OFFORASASSESSMENTLEARNING

# data[].attributes.attachment_link.provider_name
National Forum for the Enhancement of Teaching and Learning in Higher Education

# data[].attributes.attachment_link.readable_text
Staff Use of Technology-Enhanced Assessment in Higher Education: A Systematic Review

This Forum Insight summarises a systematic review of literature, exploring 65 peer-reviewed publications in the area of technology-enhanced assessment, with a particular focus on staff experiences of various related approaches. The study was funded by the National Forum, in partnership with the Irish Research Council, and was conducted by researchers at Trinity College Dublin.

# data[].attributes.attachment_link.title
Staff Use of Technology-Enhanced Assessment in Higher Education: A Systematic Review - National Forum for the Enhancement of Teaching and Learning in Higher Education

# data[].attributes.attachment_link.description
This Forum Insight summarises a systematic review of literature, exploring 65 peer-reviewed publications in the area of technology-enhanced assessment, with a particular focus on staff experiences of various related approaches. The study was funded by the National Forum, in partnership with the Irish Research Council, and was conducted by researchers at Trinity College Dublin.

# data[].attributes.body
- Preparar e disponibilizar vídeo de apresentação (Loom + padlet?):
formadores, objetivos, funcionamento (materiais/recursos + atividades)
- compilar recursos por tópico
- definir guião de atividades (modelo Mec+Tec?)
- definir tipologia de interação
- Preparar atividade prévia

# data[].attributes.headline
Grelhas de avaliação - ferramentas para professores

# data[].attributes.subject
Grelhas de avaliação - ferramentas para professores

# data[].attributes.attachment_link.provider_name
Educational Technology and Mobile Learning

# data[].attributes.attachment_link.readable_text
June 18, 2016
Rubrics are scoring charts used to assess and evaluate a particular learning or teaching activity. As is explained in this guide, rubrics are helpful for both teachers and students: teachers can use them when designing lesson plans and grading assignments; students can use them to make sure they meet the learning expectations and requirements of an assignment or project work. Rubric making should not be a complicated task, it should only speak to the core requirements of a given task while channeling focus to the learning outcomes. There are a wide variety of web tools and mobile apps teachers can use to create rubrics. Below is a collection of some of our favourite applications. Check them out and share with your colleagues.

1- OrangeSlice:Teacher Rubric

OrangeSlice:Teacher Rubric is an interesting Google Docs add-on to use for creating rubric selections and converting the Analysis or Holistic rubric into a percentage or points grade. This app, according to its developer, comes to fill in the grading deficiency in Google Classroom and Docs. As he stated, 'Google docs and Classroom are fantastic applications to create, distribute and receive submitted assignments from students. However, the grading process seems to bring the efficiency to a screeching halt. Where can the grade be placed so it stands out from the assignment? How can rubric selections be made easily? I like rubrics but the final grade can be tedious to calculate. It takes too many highlights, clicks and time to format grades on 125 submissions.'

ForAllRubrics is a great web tool for easily creating rubrics, checklists, and badges. Fr All Rubrics is compatible with iPad. The site provides a wide variety of interesting features for teachers including: the ability to score across different mobile devices, issue digital badges with evidence, view the status of your whole class at a glance, access assessment results on ForAllRubrics website, one click sharing of assessment results by email with students and parents and many more.
3- Quick Rubric

This is a new web based application that allows you to easily set up criterion-referenced rubrics to score your students performances and assignments. You can use Quick Rubric to create rubrics to help you assess things such as oral presentations, writing projects, reading comprehension, storytelling and many more. Rubrics are also proved to be of great help when grading students works especially essay and long narrative writing.

This is a handy tool from Technology that allows you to easily create rubrics for different educational purposes. The process is very simple: type name of school, title and teacher name, then pick a picture from the gallery, and fill in data related to the body of your rubric and when you are done click on 'generate rubric' button to create your rubric.

# data[].attributes.attachment_link.title
5 Excellent Rubric Making Tools for Teachers

# data[].attributes.attachment_link.description
June 18, 2016 Rubrics are scoring charts used to assess and evaluate a particular learning or teaching activity. As is explained in this guide, rubrics are helpful for both teachers and students: teachers can use them when designing lesson plans and grading assignments; students can use them to make sure they meet the learning expectations and requirements of an assignment or project work.

# data[].attributes.attachment_link.readable_text
Create free online surveys with unlimited questions and responses!
Sign up for free

Our online survey creator is used worldwide by corporations, universities, governments and people like you.

Over 300,000,000 questions answered!

SurveyPlanet offers a tremendous set of free tools for designing your survey, sharing your survey online, and reviewing your survey results. We've got a fantastic user experience and tons of great features.

Make your best survey with Pro

SurveyPlanet offers many free survey tools to everyone; including unlimited surveys, unlimited questions, and unlimited responses. However, SurveyPlanet Pro users enjoy additional tools like exporting, branching, and non-branded surveys.
Pro features

Use our well-written examples and create a survey for almost anything

Use our easy and customizable survey maker for hundreds of applications and optimize the process of your survey creation! We have the best survey tool and offer the best themes and templates. Here are some example surveys.

Don't just take our word for it...

Thousands of people put their trust in SurveyPlanet every day. Here's what some of them had to say.

For the best survey tool choose SurveyPlanet Enterprise

Elevate your survey creation, and explore the very best that an online survey platform can offer. Our Enterprise features allow you to create an enterprise-grade survey online.

Share your survey with your team.

Glean crucial information on survey performance.

Customize your survey URL.

Enterprise features

How can you use SurveyPlanet?

Sign up now

Free unlimited surveys, questions and responses.

# data[].attributes.attachment_link.description
SurveyPlanet is a simple, powerful survey tools to build and share free online surveys.

# data[].attributes.attachment_link.readable_text
In many of Dylan Wiliam's talks and publications he references five 'key strategies' that support the implementation of effective formative assessment. The five strategies each get a chapter in his excellent book Embedding Formative Assessment (2011) which builds on the work he developed with other colleagues in the 90s and 00s.

The five strategies were expressed as early as 2005:

1. Clarifying, understanding, and sharing learning intentions

2. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning

3. Providing feedback that moves learners forward

4. Activating students as learning resources for one another

5. Activating students as owners of their own learning

Leahy, Lyon, Thompson and Wiliam (2005).
Very commonly, Wiliam presents these ideas in this helpful table, linking the strategies to core assessment concepts:

In my work as a consultant and teacher trainer, I give a lot of 'evidence-informed' advice to teachers. Of late, this has been influenced largely by discussions about a knowledge-rich curriculum and my reading of Rosenshine's Principles of Instruction, cognitive load theory, and various other papers linking cognitive psychology to classroom practice.

However, it occurred to me recently that most of this overlaps entirely with Wiliam's five strategies and that is what I want to explore here. To some extent, schools and teachers often feel they have have 'done AfL to death' in countless CPD sessions over the last 15 years. Time was when you couldn't get a job unless you said 'AfL' about 12 times in an interview. Sadly, my sense is that the wisdom at the heart of Wiliam's ideas about responsive teaching/formative assessment gets washed out either a) by the delusion that the strategies are already embedded in day-to-day practice or b) by the sense that this is a box ticked and people are really ready to move to the new thing. Truth be told, a lot of 'AfL' was and is a mile away from the formative assessment practice Wiliam is talking about.

Essentially, I feel that, among the important things every teacher should know, the five strategies should be there, part of the core curriculum for teacher development. Here's how I see it all connecting:
1.Clarifying, understanding, and sharing learning intentions
Wiliam says 'if you don't know where you're going, you'll never get there'. This is largely about curriculum planning. I read 'learning intentions' as meaning: what do we want all students to know and be able to do? In the detail, this means spelling out what knowledge - in all its forms - they should have and how to apply this knowledge in new contexts. It chimes perfectly with the wave of work being done around curriculum design. It also resonates with the strand of Rosenshine's Principles of Instruction around sequencing concepts, providing models and appropriate scaffolding.

It also means 'what does excellence look like?'. This connects to ideas about assessment and comparative judgement and teachers knowing the standards. Significantly, the implication from Wiliam is that in 'clarifying, understanding and sharing' - teachers, students and their peers all need to know both the knowledge requirements and the criteria for excellence in any performed task. This goes far, far beyond writing a mandatory one-line LO on the board at the start of every lesson! (Aarrghh!). It suggests a lot of very explicit exposition and discussion about the target knowledge and the features of any endeavour that constitute ever increasing degrees of success.

This, in turn, feeds into ideas about self-regulation and metacognition. Successful learners will be good at self-regulation, planning and monitoring their progress towards learning goals in a deliberate self-directed manner. Knowing the learning intentions very well is essential for that process to work.

So the links here are numerous: curriculum, knowledge, standards, self-regulation, scaffolding, modelling.
2. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
In some ways, this 'strategy' is a one-line summary of most of the rest of Rosenshine's Principles of Instruction. 'Discussions, tasks and activities' covers a lot of possibilities. At the centre of it is the idea of 'responsive teaching'. Instructional teaching has to be highly interactive so that teachers are getting feedback from their students about how well their schemas for the material in hand are forming and how fluent they are becoming retrieving and using what they've learned. The challenge for teachers is to involve as many students as possible which leads to the need for good questioning routines and good knowledge-check routines where the ratio of student involvement is high and the information received has a good diagnostic component.

Rosenshine talks about the need for checking for understanding and asking lots of questions in a probing style. Wiliam focuses on question design - including good diagnostic multiple choice questions - and the role of all-student response techniques.

Links: Rosenshine's Principles of Instruction. Shimamura's 'Generate-Evaluate' model. Ideas about retrieval practice. Nuthall's ideas about 'hidden lives' and the idea that we can't be remotely confident about learning taking place until we check - now, and again later.
3. Providing feedback that moves learners forward
Feedback is a thorny issue, woven into discussions about the use of formative and summative assessment, marking and workload, grading and the value of data as a tool to improve learner outcomes. The key in Wiliam's work is the emphasis on moving learners forward. It's this thinking that informed the ideas I expressed in this ' feedback as actions ' post.

Some of the key messages that Wiliam offers in relation to feedback that I cite very often are:

Feedback is only successful if students' learning improves - and this depends on their capacity to understand it and inclination to accept and act on it. It's got an interpersonal, motivational element that can't be brushed aside. Giving feedback isn't a purely technical, objective task - although it does have to suggest actions students can actually take rather than offering a nebulous retrospective critique.

The goal is to change the students' capacity to produce better work, not just to improve their work. Austin's Butterfly is wonderful - because it shows what effective feedback can achieve - but Austin has only truly benefitted if, later, he is more able to 'look like a scientist' or draw beautiful butterflies without feedback: he needs to be able to generate his own feedback and become more independent.

This links formative assessment to metacognition and self-regulation and Rosenshine's ideas about moving from guided to independent practice. If we're still reliant on external feedback to tell us if we've succeeded (SatNav style), then we've still got a long way to go. Effective learners can link their work to the success criteria and generate their own ongoing self-correcting feedback narrative.

Links: Ethic of excellence, Rosenshine guided to independent practice, self-regulation.
4. Activating students as learning resources for one another
I think this is the feature of Wiliam's five strategies that deserves more attention. All too often teachers create major bottlenecks by forcing all classroom interactions to pass through them. However, if teachers develop strong routines where students support each other's learning in a serious structured manner, then the ratio, quality and frequency of student interactions with the knowledge in hand can increase significantly. We can't have a dialogue with every student at once but they can all be involved in meaningful dialogues with each other to support the process of working out 'where the learner is' and 'how to get to where the learner is going'. This is where disciplined ' think pair share ' becomes so powerful.

Wiliam cites Slavin in showing that well-designed collaborative learning can yield significant gains - but it has to be done such that everyone is learning. There are so many ways to do this e.g students checking their partners' answers using all manner of quizzing formats and generative processes and elaborative-interrogative questions (why? how?). Pairs are probably the most efficient and effective use of this strategy - because of the ease of switching in and out of the interactions. If one person in a pair acts as the verifier for the other, using exemplars, fact sheets, mark schemes as a reference, the extent of retrieval practice and feedback can be increased hugely. Another example might be using structured dialogues for practising the use of language or rehearsing explanations and arguments. Provided that there is a strong process for evaluating students' responses for accuracy and quality, a high volume of peer-to-peer interactivity is powerful.

Links: Hattie's 'reciprocal teaching', Shimamura's 'think it, say it, teach it', Slavin's collaborative learning, Sumeracki and Weinstein on elaborative interrogative questions and retrieval practice.
5. Activating students as owners of their own learning
In all honesty, I find that implementation of the strategy behind this feel-good-phrase, often falls into the dust of 'noble intent' rather than delivering something tangible. However, it is actually highly actionable and links directly to many other ideas. 'Owning your own learning' is at the heart of strong self-regulation and metacognition: setting learning goals, planning, monitoring and evaluating success in tasks links to those goals; forming effective schemata that take account of big-picture questions and themes that inform subsequent conscious rehearsal and elaboration. However, these 'goals' are not broad brush life goals; they are learning goals - the next steps in improving writing fluency, science knowledge, confidence with maths and languages, physical fitness etc.

The point is that these characteristics of effective learning can be fostered by setting up good routines and expectations. Teachers can help students to know where they are going and where they are on the curriculum journey. This can be supported by:

giving students access to long-term topic plans, the syllabus, the wide scope overview before diving down into the details;

setting out milestones in the progress journey so that students can take their bearings and plan their own next steps through appropriate forms of practice, becoming increasingly independent.

setting out clear relational models for conceptual schema building - as per Shimamura's Relate in MARGE.

providing exemplars of performance at various levels of success up to a high/exceptional level so students can compare their own work against a scale and see for themselves where they are and what short-run learning goals might be achievable to move forward.

If a student knows for themself what they need to do in order to improve and gains the experience of being able to achieve success through applying effort to these self-determined goals, then they begin a positive upward spiral of confidence building, growth mindset-inducing, self-regulation that fuels even more success.

Links: Rosenshine: practice; Shimamura: Relate; Growth mindset; self-regulation.

To some extent I feel that the issue has been that 'AfL' or even 'formative assessment' has been too broad a term; too much of a catch-all, thereby allowing various degrees of corruption and dilution to take root. I think that it's when you get into understanding and deploying the five separate strategies that it finds form. That's the understanding of formative assessment that teachers need. It's powerful stuff, right there, where it's been for years.
Key References:
Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: what will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: shaping teaching and learning(pp. 53-82). Mahwah, NJ: Lawrence Erlbaum Associates.

Wilam, D (2011) Embedded Formative Assessment. Solution Tree Press.

# data[].attributes.attachment_link.title
Revisiting Dylan Wiliam's Five Brilliant Formative Assessment Strategies.

# data[].attributes.attachment_link.description
In many of Dylan Wiliam's talks and publications he references five 'key strategies' that support the implementation of effective formative assessment. The five strategies each get a chapter in his excellent book Embedding Formative Assessment (2011) which builds on the work he developed with other colleagues in the 90s and 00s.

# data[].attributes.body
Desprezem a temrinologia nova, e vejam por favro este conceito. parece-me uma forma interessante de introduzir e recentrar a discussão sobre formativa vs sumativa.

# data[].attributes.attachment_link.description
What if getting feedback wasn’t a source of fear, but joy? In this personal talk, speaker/author Joe Hirsch makes a passionate case for sharing “feedforward,” a new view of human potential. When feedback draws others closer to their future selves, they experience the joy of self-discovery that leads to positive and lasting change.

# data[].attributes.body
De acordo com o documento: Expanding our Understanding of Assessment and Feedback in Irish Higher Education

Assessment OF Learning (Summative)

Common examples are the end-of-semester exam, essay, project, degree classifications.

[Pode-se incluir o self-assessment para propósito de avaliação de desempenho)

Assessment FOR Learning (Formative)

Common examples include: written/oral feedback to students, staff and students in a dialogue on the learning (Nicol, 2010), feed-forward advice (actions to improve next assessment), students giving feedback to other students, feedback to staff on their teaching, and low-weighted in-class participation.

Pode-se incluir o self assessment para efeitos de feedback

Também os Audience Response Systems

Assessment AS Learning (Formative)

Common examples include students self- and peer- reviewing their work against holistic or analytical criteria (Sadler, 2009), students using exemplars to judge their and other students’ work (Carless et al., 2011), and students collaborating to develop their own shared assessment criteria (Evans, 2013).

# data[].attributes.headline
Giving Student Feedback: 20 Tips To Do It Right

# data[].attributes.subject
Giving Student Feedback: 20 Tips To Do It Right

# data[].attributes.attachment_link.readable_text
It seems as if it was yesterday that I was a young middle school student giving a class presentation on the lifespan of the killer whale. While I was prepared, I was also horribly nervous. At the conclusion of my speech I was given verbal student feedback from my teacher-in front of the entire class! Needless to say, it wasn't glowing. I remember that feedback to this day because it was negative, defeating and very embarrassing.

Despite all of my hard work, my seventh grade teacher ripped my presentation into shreds. I understand now that the teacher was trying to hone my presentation skills, but did he have to do it in front of the entire seventh grade science class? Let's just say that my speech delivery skills weren't up to par and because of this experience, I stumbled through many public speeches for a long time afterward. It really is amazing I went on to become a teacher.

As teachers, it is essential that we make the process of providing feedback a positive, or at least a neutral, learning experience for the student.

Unfortunately, many students have similar "educational" experiences like mine everyday. Why is it that some teachers think that giving feedback must be negative and corrective because that is the only way a student will learn? The only thing I learned from my seventh grade experience was that public speaking, no matter how much I prepared, was bound to be a disaster.
As teachers, it is essential that we make the process of providing feedback a positive, or at least a neutral, learning experience for the student.
So what exactly is feedback? Feedback is any response from a teacher in regard to a student's performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the learning process is to improve a student's performance- definitely not put a damper on it. The ultimate goal of feedback is to provide students with an "I can do this" attitude.

Sometimes We Have To Dig Deep

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). Like my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student's learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student's learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Student Feedback
1. Student feedback should be educative in nature.
Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Use the concept of a "feedback sandwich" to guide your feedback: Compliment, Correct, Compliment.
2. Student feedback should be given in a timely manner.
When student feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.
3. Be sensitive to the individual needs of the student.
It is vital that we take into consideration each individual when giving student feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and other needs to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student's feelings and providing proper encouragement is essential.
4. Ask the 4 questions.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality student feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can't the student do?

How does the student's work compare with that of others?

How can the student do better?

5. Student feedback should reference a skill or specific knowledge.
This is when rubrics become a useful tool. A rubric is an instrument to communicate expectations for an assignment. Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards.For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.
6. Give feedback to keep students "on target" for achievement.
Regular 'check-ins' with students lets them know where they stand in the classroom and with you. Utilize the '4 questions' to guide your feedback.
7. Host a one-on-one conference.
Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.
8. Student feedback can be given verbally, non-verbally or in written form.
Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.
9. Concentrate on one ability.
It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. For example, when I taught Writer's Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.
10. Alternate due dates for your students/classes.
Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.
11. Educate students on how to give feedback to each other.
Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this 'peer conferencing'. Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.
12. Ask another adult to give student feedback.
The principal at the school I taught at would often volunteer to grade history tests or read student's writing pieces. You can imagine how the student's quality of work increased tenfold! If the principal is too busy (and most are), invite a 'guest' teacher or student teacher to critique work.
13. Have the student take notes.
During a conference over a test, paper or a general 'check in', have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide the verbal feedback.
14. Use a notebook to keep track of student progress.
Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.
15. Return tests, papers or comment cards at the beginning of class.
Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.
16. Use Post-It notes.
Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student's desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him.
17. Give genuine praise.
Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students "Good Job" or "Nice Work" then, over time, these words become meaningless. Make a big deal out of a student's A+ on that vocabulary test. If you are thrilled with a student's recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student's behavior. Comments and suggestions within genuine student feedback should also be 'focused, practical and based on an assessment of what the student can do and is capable of achieving' (Dinham).
18. "I noticed...."
Make an effort to notice a student's behavior or effort at a task. For example; "I noticed when you regrouped correctly in the hundreds column, you got the problem right." "I noticed you arrived on time to class this entire week." Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.
19. Provide a model or example.
Communicate with your students the purpose for an assessment and/or student feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.
20. Invite students to give YOU feedback.
Remember when you finished a class in college and you were given the chance to 'grade' the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn't they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers.

Laura Reynolds is a former fourth grade teacher with a Masters degree in Education from Drake University and a BA degree in Psychology from the University of Iowa. She currently works as an education consultant and curriculum writer. You can find her on @laurareynolds75 and Google+.

# data[].attributes.attachment_link.title
Giving Student Feedback: 20 Tips To Do It Right | InformED

# data[].attributes.attachment_link.description
It seems as if it was yesterday that I was a young middle school student giving a class presentation on the lifespan of the killer whale. While I was prepared, I was also horribly nervous. At the conclusion of my speech I was given verbal student feedback from my teacher-in front of the entire class!

# data[].attributes.body
usar as conclusões dos trabalhos de grupo para sublinhar questões relacionadas com a humanização, recuperando os princípios (equilíbrio, flexibilidade, fiabilidade, equidade e transparência)

# data[].attributes.attachment_link.provider_name
Assessment and Curriculum Support Center

# data[].attributes.attachment_link.title
Rubric Bank - Assessment and Curriculum Support Center

# data[].attributes.attachment_link.description
We would like to share your rubric too. Please email it to us.

# data[].attributes.headline
Practical Guidelines for Designing Rubrics

# data[].attributes.subject
Practical Guidelines for Designing Rubrics

# data[].attributes.attachment_link.readable_text
Before you start

Review the learning objectives

Check the assessment tasks you have designed provide adequate opportunity for students to demonstrate intended learning objectives.

Clarify your understanding of the terms "criteria" and "standards"

A clear understanding of these terms will make the development task easier. Salder (1987) defines these terms as:
Criterion: A property or characteristic by which the quality of something may be judged. Specifying criteria nominates qualities of interest and utility but does not have anything to offer or make any assumptions about actual quality.

e.g. " Fluency of expression" which does not specify a quality. Avoid terms such as " fluent expression" or " expression is fluent" or " expresses ideas fluently " which imply a level or standard.

Standard: A definition level of achievement aspired to or attained.

e.g. The standards described in the below example illustrate three distinct levels of quality, achievement or performance.

Locate useful resources
UQ resources Personal resources

Course Profile

Course Assessment program

Examplars of student learning at different levels.

Other resources Workshops
Investigate possibilities for collaboration

Developing criteria and standards in collaboration with colleagues is a good opportunity to share the workload and ensure consistency across courses.

Getting going

Select a rubric type

Standard: Criteria are weighted using percentages.

A total score is automatically calculated, out of the mark for highest standard (i.e. for the below example a mark out of 4 would be calculated). The total score is also calculated as a percentage.

Custom: A score is allocated to each criterion - standard "cell". Each criterion can be set to a different number of standards by setting extra "cells" to zero.

A total score is automatically calculated (i.e. for the below example a mark out of 14 would be calculated). The total score is also calculated as a percentage.

Quantitative: no scoring is included in the rubric, though an overall mark can still be entered.

Select / develop and organise criteria

Criteria are intended to help make it clear to students what factors will be considered when marking assessments. Criteria should be:

Linked to learning objectives

Observable: Describes a quality that can be perceived (seen or heard usually)

Descripting qualities: (critical appraisal, structure and organisation, use of writing conventions) not assessment components (introduction, body, conclusion).

Complete: If "creativity" or "spelling and punctuation" are considered important they should be included in the criteria.

Distinct: Each criterion identifies a separate aspect of the learning objectives being assessed.

To be effective, criteria should be manageable in number. Criteria should include significant elements of the task but remain feasible for both students and markers.

Note: the number of characters for the criteria "title" is limited in TurnItIn, but a description can also be added underneath.

Number of standards

The number of standards is a balance between using fewer levels that ensure a greater chance of consistency and agreement between markers and include enough discrimination for accuracy. Most markers are able to make only 3 or 4 valid distinctions among passing standards.

TurnItIn does not technically allow you to use mark ranges, so practically you may need to include extra standards to account for this.

Each assessment item does not have to be marked using the same number of standards as the final grade. If you use standards that correspond to UQ grades, ensure it is possible for a student to demonstrate a "UQ 7".

Scoring

Scoring of a rubric should not be designed around the particular weighting of an assessment item. i.e. An assessment item worth 30% does not have to have scoring that totals to 30.
Note: TurnItIn allows scores with two decimal places (i.e. 2.5, 3.75) although the final total mark returned to the Grade Centre is rounded to a whole number.

Practically, if you need the pass mark to be at least 50%, 3, 4 or 7 levels of standards are the easiest to implement.

Examples (Standard rubric)

Examples (Custom rubric)

The criteria are weighted by multiplying the base scale (i.e. 4,3,2,1 in the example above) by a number, e.g. 0.5 that halves to 2, 1.5, 1, 0.5 or 2 that doubles to 8, 6, 4, 2.

Note: Not all criteria need to use the full scale, e.g. References in Pass (2) or Fail (1).

Standard labels

TurnItIn requires that each standard has a text label. The labels need to be linked in some way to the model to be used to calculate final grades so that it describes and supports this process.

Note: Do not use UQ grade labels unless the standard descriptors are directly linked to the UQ grade descriptors.
Examples
Standard descriptors

Standards must be described in brief, clear, specific language that is accessible to students. Accept that standards will never be able to carry all the detail of the explicit and implicit understandings students are to develop.

Four levels of standards could be described by using the following questions:

What is the best possible standard that can be anticipated in this learning environment?

What is the least standard that will be considered acceptable?

What standard is between these two?

What standard can be anticipated as unacceptable?

Specify demonstrable behaviours

Rephrases problems in own words and identifies major issues

Understands and interprets problems

Describe the behaviour - not the student

The ideas of others are not appropriately acknowledged.

You don't know how to reference properly

Express behaviours in positive terms whenever possible

Argument consists of a series of assertions only

No supporting evidence provided for arguments

Avoid vague terms which are open to a wide range of subjective interpretation such as "critical", "appropriate", "excellent", "analytical"

Evidence of familiarity with recommended course reading

Analysis demonstrates an awareness of the implications of significant detail

Evidence of appropriate reading

Sophisticated analysis

Use terms likely to be understood by students - avoid the obscure or esoteric

Demonstrates comprehensive and detailed knowledge of major facts, concepts and procedures addressed in course materials

Secure and pronounced knowledge

Avoid relative terms - comparatives are rarely helpful without a benchmark standard

Major issues are identified with discrimination and without the distraction of irrelevant material

Solutions to problems are original and/or innovative without losing feasibility

Analysis is more analytical

More creative solutions offered to problems presented

Ensure a balance between validity and reliability i.e. don't seek precision through quantitative statements which can trivialise complex learning outcomes.

References included have limited relevance to the problem (low standard).

Discerning selection of references from within and beyond recommended course materials (high standard).

Includes two references (low standard)

Includes more than six references (high standard)

Determining "out of" mark

TurnItIn allows you to set Points value, (the mark the assignment is out of) that is returned automatically to the Grade Centre. i.e. the raw mark will be converted so it is out of the Points value you set.

Note: TurnItIn will only return whole numbers to the Grade Centre so the marks are rounded.

Some options for the Points value are:

The mark the rubric is out of.

Use a Points value of 100 so the mark is stored in the Grade Centre as a percentage.

The weight of the assessment item i.e. Use a Points value of 30 if the assessment item is worth 30% overall.

Use the Points value of 7, so the mark is stored as a UQ grade.

If you require a mark that is not rounded:

1. Use a custom rubric and only use whole numbers.

2. Set Points value to the same as the rubric total.

3. Download the Grade Centre to a spreadsheet and convert the mark so it is out of the correct total.

After you have finished

Check, test, review and revise
Check for:

Grammatical consistency.

Alignment with UQ grade descriptors to maintain standards.

Test:

If possible, mark old assignments (or ones on a similar topic) using the rubric and adjust as needed.
Regularly review your assessment criteria and standards to:

Improve the rubric based on you developing expertise and that of your peers.

Respond to feedback from students.

Ensure they fit adjusted assessment tasks.

Maintain currency with changing university policy and regulations.

Using criteria and standards (students)

Provision of a rubric alone does not guarantee students will understand the quality of work required for an assessment task. Rubrics should be used in conjunction with exemplars if possible.

Rubrics can also be used as a teaching and learning tool not just for evaluation of assessment i.e. Self and peer assessment.

When marking

Standard descriptions will not perfectly match student achievement, you need to select the "most like" description. Give further feedback on how the work meets the criterion in your general comment.

The use of a rubric does not guarantee the reliability of marking. To ensure assessment judgements are defensible, consistent and transparent rubrics should be used in conjunction with:

Exemplars of different standards

Marker training

A moderation process

Tip: While marking make notes of how to improve the rubric for the following semester.
Developed by Dr Clair Hughes (TEDI, The University of Queensland) Additions by Ailsa Dickie (ITS, The University of Queensland)

# data[].attributes.attachment_link.title
Practical Guidelines for Designing Rubrics

# data[].attributes.attachment_link.description
Check the assessment tasks you have designed provide adequate opportunity for students to demonstrate intended learning objectives. A clear understanding of these terms will make the development task easier. Salder (1987) defines these terms as: Criterion: A property or characteristic by which the quality of something may be judged.

# data[].attributes.headline
What are inclusive assessment practices?

# data[].attributes.subject
What are inclusive assessment practices?

# data[].attributes.attachment_link.provider_name
Center for the Enhancement of Learning and Teaching

# data[].attributes.attachment_link.title
What are inclusive assessment practices? - Center for the Enhancement of Learning and Teaching

# data[].attributes.attachment_link.description
Inclusive assessment is about more than evaluating students. It is the on-going activities that allow students and instructors to understand student progress on meeting the course learning objectives. Students should be asked to demonstrate their... Read More

# data[].attributes.attachment_link.readable_text
Equity in Assessment

For assessment to improve student learning and authentically document what students know and can do for today's diverse students, an equitable and culturally responsive approach to assessment is needed. To begin the conversation on the relationship between equity and assessment, NILOA launched its 29th Occasional Paper in 2017 that explores the question "how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners" We continue the conversation in our 42nd Occasional Paper, "A New Decade for Assessment: Embedding Equity into Assessment Praxis" which builds upon conversations since the release of the 2017 paper, highlighting questions, insights, and future directions for the decade ahead.

Equity-minded assessment entails the following actions:

1. Check biases and ask reflective questions throughout the assessment process to address assumptions and positions of privilege.

2. Use multiple sources of evidence appropriate for the students being assessed and assessment effort.

3. Include student perspectives and take action based on perspectives.

4. Increase transparency in assessment results and actions taken.

5. Ensure collected data can be meaningfully disaggregated and interrogated.

6. Make evidence-based changes that address issues of equity that are context-specific.

Equity Conversation

NILOA invited the field into dialogue on the relationship between equity and assessment. Over 15 faculty, staff, and administrators have explored and unpacked relationships between equity and assessment. Their responses examine the important role of equity and cultural responsiveness; social justice in assessment; and intersections between equity, inclusion, and assessment. The conversations have refined the ideas and added various challenges and opportunities to consider.

Compilation of resources for those interested in applying antiracist principles to teaching, learning, and assessment practices.

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

We've also compiled a list of curated resources to assist in your journey in antiracist teaching, learning, and assessment of student learning here. Please feel free to suggest additional resources directly to the document!

Equity Case Studies

We recognize that there are practices occurring within institutions of higher education that address issues of equity in relation to assessment. What is lacking is awareness of the various practices, their effectiveness, process elements, and the impact of equitable assessment efforts on diverse student populations and their learning.

NILOA and the Council for the Advancement of Standards in Higher Education (CAS), in partnership with others, invited case studies around Equity in Assessment to highlight examples from which others can learn and to continue to dialogue on equitable assessment.

# data[].attributes.attachment_link.description
For assessment to improve student learning and authentically document what students know and can do for today's diverse students, an equitable and culturally responsive approach to assessment is needed.

# data[].attributes.headline
Humanizing Online Learning: How to Help Students Initiate, Implement & Maintain Behaviors for Academic Success

# data[].attributes.subject
Humanizing Online Learning: How to Help Students Initiate, Implement & Maintain Behaviors for Academic Success

# data[].attributes.attachment_link.readable_text
Assessment practice is shifting away from comparing students to each other, or grade derived professor's experiences and preferences. Increasing, it is focused on comparing students to a clear learning outcome or goal for the assessment that everyone in the class knows in advance. The process of clearly articulating that goal and what we consider good evidence of it is called "Transparent Assessment." The goal of all transparent assessment is to ensure students understand what they are trying to achieve or learn, so they can be more effective partners in that learning. Our Learning Charter has three learning charter educator commitments related our assessment:

Provide a clear indication of what is expected of students in a course or learning activity, and what students can do to be successful in achieving the expected learning outcomes as defined in the course outline

Ensure that assessments of learning are transparent, applied consistently and are congruent with learning outcomes

Design tools to both assess and enable student learning

5 techniques to make your assessments more transparent:

1. Clearly articulate the specific skills and knowledge you want to see students demonstrate right before they start learning each class. While it is important to put learning outcomes or objectives on a syllabus, student need our help connecting those outcomes to specific learning they are about to do.

2. Double check your alignment between what you teach, your outcomes, and your assessments. Are there some parts of your assessment task that are unrelated to your outcomes? Are you testing things you haven't taught, like specific ways of thinking or presentation skills? Is too much of the assessment focused in one area relative to the time you spent teaching it? Does the test or assignment use the same language you used when you taught?

3. Share or co-construct assessment criteria before student start work on assessments. Discuss them overtly and compare them to models and samples, until you are confident students know what "good" looks like, and how to achieve it. It might cost you time in class, but it will save you a lot more time marking, and you'll mark better work. Think your students understand? Ask what they are trying to demonstrate when they do the assessment. If they tell you the parts of the task (what) instead of the purpose of the task (why, how), the assessment is still not transparent to them.

4. Use assessment tools, like checklists and rubrics, that a student can interpret without understanding what you are thinking. If the categories on your rubric are ratings like "good" or "well-developed" a student still has to guess what you mean. Substitute descriptions that include specifics like: "The argument is specific and illustrated through examples. The essay explains why the argument matters."

5. Use students are resources to increase transparency. Have them try small examples of the main skill you are looking to see, and then give each other feedback using the criteria. It will ensure they read the criteria, and cause them to ask about criteria or assessment processes they don't understand. You'll ensure students get more early feedback without increasing your marking load.

Increased transparency is about everyone in the class working together to have students learn as much as possible and demonstrate that learning as effectively as possible. For professors, it means fewer questions challenges of grades and marking better student work. When done well, it results in student better understanding the learning goals and being more invested in them.
Learn more

# data[].attributes.attachment_link.description
Assessment practice is shifting away from comparing students to each other, or grade derived professor's experiences and preferences. Increasing, it is focused on comparing students to a clear learning outcome or goal for the assessment that everyone in the class knows in advance.

# data[].attributes.headline
Evans (2013) Making Sense of Assessment Feedback in Higher Education

# data[].attributes.subject
Evans (2013) Making Sense of Assessment Feedback in Higher Education

# data[].attributes.body
https://cirlresearch.com/2020/04/28/lockdown-remote-teaching-and-learning-strategies/

https://elearningindustry.com/5-ways-humanize-the-elearning-experience

# data[].attributes.body
https://digitalcommons.stmarys-ca.edu/cgi/viewcontent.cgi?article=2804&context=school-education-faculty-works

# data[].attributes.headline
Good teaching as care in higher education

# data[].attributes.subject
Good teaching as care in higher education

# data[].attributes.body
https://link.springer.com/content/pdf/10.1007/s10734-019-00392-6.pdf

# data[].attributes.headline
10 Points to Consider in ChoosingAlternative Assessment Methods for the Online Environment

# data[].attributes.subject
10 Points to Consider in ChoosingAlternative Assessment Methods for the Online Environment

# data[].attributes.headline
Could COVID-19 be our ‘There is no alternative’(TINA) opportunity to enhance assessment?

# data[].attributes.subject
Could COVID-19 be our ‘There is no alternative’(TINA) opportunity to enhance assessment?

# data[].attributes.body
leitura a recomendar?

# data[].attributes.body
https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/

# data[].attributes.body
Online Assessment

Selecting Online Alternatives to Common Assessment Methods A guide on alternative assessment methods from the National Forum for the Enhancement of Teaching and Learning in Higher Education.

10 Points to Consider in Choosing Alternative Assessment Methods Further guidance from the National Forum for the Enhancement of Teaching and Learning in Higher Education.

10 Ways to Ensure Online Assessment is Accessible and Inclusive From the National Forum for the Enhancement of Teaching and Learning in Higher Education, in partnership with AHEAD.

QQI Guiding Principles on Alternative Assessments (Devised in response to the Covid-19 emergency restrictions) In setting out this guidance, QQI distinguishes between assessment for progression within a programme and assessment for the final stage of a programme which leads to an award in the National Framework of Qualifications (NFQ) (award stage assessment). There is a greater urgency to the latter and these assessments are the principal focus of this document.

Assessment Toolkit  A resource from TU Dublin with an overview of a very wide range of assessment methods linking to a case study on this area.

The Hitch-Hiker's Guide to Alternative Assessment A comprehensive resource on different types of alternative assessment by Damian Gordon

Technology-Enhanced Assessment Exemplars: Published version March 2020 The Irish Universities Association has launched a three-year project to mainstream digital in teaching, learning and assessment through an ambitious professional development programme. You will find examples of vlogging, e-portfolio, learning journals, virtual presentations, reflective assignments and more.

Alternatives to Traditional Exams and Papers from the Center for Innovative Teaching and Learning in Indiana University Bloomington

Alternatives to Traditional Exams Tacit quick guide in teaching and assessment for Cork Institute of Technology T&L Unit

# data[].attributes.headline
Principles of assessment of/for/as learning

# data[].attributes.subject
Principles of assessment of/for/as learning

# data[].attributes.attachment_link.provider_name
National Forum for the Enhancement of Teaching and Learning in Higher Education

# data[].attributes.attachment_link.readable_text
The National Forum, in partnership with Quality and Qualifications Ireland (QQI),is running a series of events scheduled throughout 2020 entitled ' Work-based Assessment: Exploring Critical Issues and Sharing Solutions '. The purpose of this event series is to initiate a national conversation on work-based assessment and share experiences and approaches so that good practice responses can be identified, and challenges explored collaboratively. The series, including two webinars and one national symposium, will explore critical issues and potential solutions across a range of work-based learning contexts.

This event series builds on the 2016-18 Enhancement Theme of the National Forum, focused on Assessment OF/FOR/As Learning, which helped to focus expertise and attention on assessment and feedback, an issue of real interest and importance to teaching and learning in Irish higher education. The enhancement theme involved gathering evidence, building capacity and sharing good practice across the higher education community. A national understanding of Assessment OF/FOR/AS Learning was developed, along with a set of principles to underpin assessment in Irish higher education and supporting resources.

# data[].attributes.attachment_link.title
Assessment OF/FOR/AS Learning - National Forum for the Enhancement of Teaching and Learning in Higher Education

# data[].attributes.attachment_link.description
The National Forum, in partnership with Quality and Qualifications Ireland (QQI),is running a series of events scheduled throughout 2020 entitled ' Work-based Assessment: Exploring Critical Issues and Sharing Solutions '. The purpose of this event series is to initiate a national conversation on work-based assessment and share experiences and approaches so that good practice responses can be identified, and challenges explored collaboratively.

# data[].attributes.headline
E-assessment process: giving a voice to online learners

# data[].attributes.subject
E-assessment process: giving a voice to online learners

# data[].attributes.attachment_link.provider_name
International Journal of Educational Technology in Higher Education

# data[].attributes.attachment_link.title
E-assessment process: giving a voice to online learners

# data[].attributes.attachment_link.description
Considering the expansion of active pedagogies that consider the student as the centre of the teaching and learning process, their role during the assessment process cannot be overlooked. That implies a change in the teacher's role from a communicator of the student's mark to an open system in which teachers and students get involved in the learning process and develop online assessment skills.

# data[].attributes.headline
Strategies to Offer FlexibleAssessment and Delivery

# data[].attributes.subject
Strategies to Offer FlexibleAssessment and Delivery

# data[].attributes.body
https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment

# data[].attributes.headline
Developing ‘soft skills’ inhigher education 

# data[].attributes.subject
Developing ‘soft skills’ inhigher education 

# data[].attributes.headline
INNOVATIVE HIGHER EDUCATION LEARNING MODELS ON SOFT SKILLS

# data[].attributes.subject
INNOVATIVE HIGHER EDUCATION LEARNING MODELS ON SOFT SKILLS

# data[].attributes.attachment_link.description
eLene4life infopraphic O1 | Piktochart Visual Editor

# data[].attributes.body
Primeiro draft caso COIL

# data[].attributes.body
Manuel João Costa <mjc@reitoria.uminho.pt>  (coordenação)

Ana Balula <balula@ua.pt>  (coordenação)

Belém Barbosa <belem.barbosa@ua.pt>

Joaquim Silva <josilva@eeg.uminho.pt>

Luciana Peixoto <luciana.peixoto@deb.uminho.pt>

Sílvia Araújo <saraujo@ilch.uminho.pt>

# data[].attributes.headline
A panoramic review of soft skillstraining in university students

# data[].attributes.subject
A panoramic review of soft skillstraining in university students