Work in Progress: Developing Single Point Rubrics for Formative Assessment

Estell, John K.; Sapp, Heather Marie; Reeping, David

doi:10.18260/p.27221

Cited by 6 publications

(7 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After discussing how writing is taught and assessed at the Saudi ELI, my recommendation is that an analytic rubric should be adopted due to its benefits in comparison to a holistic scale. This is corroborated by the study of Estell, Sapp, and Reeping (2016) (Rajab, Khan, & Elyas, 2016)). Based on the reviewed literature, my experience, and my observation in the Saudi ELI, I must say it would be wiser if the ELI use a more detailed rubric and avoid cross-grading sessions.…”

Section: Implications: Alternative Assessment Tools/practicessupporting

confidence: 64%

See 1 more Smart Citation

Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

Alshakhi¹

2018

ELT

View full text Add to dashboard Cite

Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust between teachers and coordinators and disallows contextual-based learning. First-hand research and literature analysis show that an analytic, rather than holistic, rubric will allow greater contextual-based learning, and that elimination of cross-grading will empower a teacher to become more directly involved with each student. These changes ultimately benefit the students, teachers, and coordinators of the program.

show abstract

Section: Implications: Alternative Assessment Tools/practicessupporting

confidence: 64%

“…The analytic rubric measures multiple traits of writing (Estell, Sapp, & Reeping, 2016). It may be more expensive and time consuming for raters, but the rubric shows several strengths and weaknesses of the writer.…”

Section: Analytic Rubricmentioning

confidence: 99%

Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

Alshakhi¹

2018

ELT

View full text Add to dashboard Cite

show abstract

“…The goal is to provide students with a mechanism to assess their own learning in any subject area that requires an original response. Success has been reported utilizing them in an introductory programming course [11].…”

Section: State Of the Artmentioning

confidence: 99%

Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria

Otey

Agost

Contero

et al. 2019

Univ Access Inf Soc

View full text Add to dashboard Cite

Information and Communications Technologies (ICTs) offer new roles to teachers to improve learning processes. In this regard, learning rubrics are commonplace. However, the design of these rubrics has focused mainly on scoring (summative rubrics), whereas formative rubrics have received significantly less attention. ICTs make possible electronic rubrics (e-rubrics) that enable dynamic and interactive functionalities that facilitate the adaptable and adaptive delivery of content. In this paper, we present a case study that examines three characteristics to make formative rubrics more adaptable and adaptive: criteria dichotomization, weighted evaluation criteria, and go/no-go criteria. A new approach to the design of formative rubrics is introduced, taking advantage of ICTs, where dichotomization and weighted criteria are combined with the use of go/no-go criteria. The approach is discussed as a method to better guide the learner while adjusting to the student's assimilation pace. Two types of go/no-go criteria (hard and soft) are studied and experimentally validated in a Computer-Aided Design assessment context. Bland-Altman plots are constructed as discussed to further illuminate this topic.

show abstract

“…It was through this prior work that the Single-Point Rubric format was encountered and adopted for use. 5 Based on the positive results of using such rubrics, other term projects within the ONU computing curricula were evaluated for their potential to be augmented by such an assessment tool.…”

Section: Motivation and Prior Workmentioning

confidence: 99%

Development and Use of a Client Interaction Rubric for Formative Assessment

Estell

Howe

2017 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

is active in the assessment community with his work in streamlining and standardizing the outcomes assessment process, and has been an invited presenter at the ABET Symposium. He is also active within the engineering education community, having served ASEE as an officer in the Computers in Education and First-Year Programs Divisions; he and his co-authors have received multiple Best Paper awards at the ASEE Annual Conference. His current research includes examining the nature of constraints in engineering design and providing service learning opportunities for first-year programming students through various K-12 educational activities. Dr. Estell is a Member-at-Large of the Executive Committee for the Computing Accreditation Commission of ABET, and also serves as a program evaluator for the Engineering Accreditation Commission. He is also a founding member and serves as Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions through a standardized rite-of-passage ceremony.

show abstract

Work in Progress: Developing Single Point Rubrics for Formative Assessment

Cited by 6 publications

References 6 publications

Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria

Development and Use of a Client Interaction Rubric for Formative Assessment

Contact Info

Product

Resources

About