As part of our e-Portfolio proposals, we have been asked to create our own rubric for assessment. We have been given access to the outcomes that are required in order to obtain a teaching qualification upgrade (TQS), as well as the checklist by which we will be assessed. So why are we being asked to create our own assessment rubric?
Traditionally in education, students are assessed based on the teacher's criteria. This criteria has often not been shown to the students who may struggle to know what is expected of them in a particular assignment. More recently, these rubrics/criteria are usually shared with students so that they have a standard with which to compare their work. Often though, at least in my own teaching practice, I find that students rarely take these rubrics seriously. The focus is still very much teacher-centred.
As the push for a more student-centred learning approach (constructivism) gains momentum, students must find ways to take responsibility for their learning. One way is through creating their own assessment criteria, taking into account objectives and outcomes of the institution. For the purpose of my own e-Portfolio, I have created an assessment rubric which incorporates personal goals that I consider critical for an effective e-Portfolio, along with MET and TQS criteria. This rubric will become the lens through which I will judge my work, deciding on whether it meets the criteria and is finished, allowing me to take responsibility for my own learning.
Traditionally in education, students are assessed based on the teacher's criteria. This criteria has often not been shown to the students who may struggle to know what is expected of them in a particular assignment. More recently, these rubrics/criteria are usually shared with students so that they have a standard with which to compare their work. Often though, at least in my own teaching practice, I find that students rarely take these rubrics seriously. The focus is still very much teacher-centred.
As the push for a more student-centred learning approach (constructivism) gains momentum, students must find ways to take responsibility for their learning. One way is through creating their own assessment criteria, taking into account objectives and outcomes of the institution. For the purpose of my own e-Portfolio, I have created an assessment rubric which incorporates personal goals that I consider critical for an effective e-Portfolio, along with MET and TQS criteria. This rubric will become the lens through which I will judge my work, deciding on whether it meets the criteria and is finished, allowing me to take responsibility for my own learning.