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TitleOutcome based education
TagsTeachers Educational Assessment Competence (Human Resources) Curriculum Rubric (Academic)
File Size424.2 KB
Total Pages17
Document Text Contents
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http://en.wikipedia.org/wiki/Outcomes

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 Performance assessments: An observation of the process of creating an answer or product that
demonstrates a student's knowledge and/or skills. Directly observable, student- generated evidence of

learning

 Developing Marking Schemes: Once an assessment tool has been settled on, specific decisions may
have to be made about the criteria by which student work will be assessed, depending on the learning

outcome being assessed and the tool for assessment. Choosing criteria is where rubrics come in.



A rubric is a set of criteria for assessing student work or performance. Rubrics are particularly suited

to learning outcomes that are complex or not easily quantifiable, for which there are no clear "right"

or "wrong" answers, or which are not evaluated with standardized tests or surveys. Assessment of

writing, oral communication, critical thinking, or information literacy often requires rubrics.

Rubrics have two dimensions: they identify the various characteristics of the outcome, and they

specify various levels of achievement in each characteristic. Thus, a well-designed rubric consists of:

1. Clear definitions of each characteristic to be assessed for a given learning outcome, and



2. Clear descriptions of the different levels of achievement for each characteristic.

Because rubrics establish criteria, they can help make assessment more transparent, consistent, and

objective. Faculty members and evaluators can use rubrics to communicate to students and each other

what they see as excellent work, while students gain an understanding of what is expected and how their

performance will be assessed.

Rubrics are also useful when there is more than one evaluator; rubrics can serve as standardized scoring

guides that assist different evaluators to determine the quality of student work in a consistent manner.



 Giving Feedback: Feedback tells students how they are doing towards achieving intended learning
outcomes. This information can help them to improve their learning and so help them to enhance

their performance in assessment. There is also considerable research evidence that the most

important part of the assessment process, with regard to supporting learning, is feedback.

Each unit in a programme should normally include not only summative assessment but also

formative assessment for which suitable feedback is provided in time for students to learn from it

before major summative assessment. Coursework often serves a formative purpose through

feedback while also contributing to summative assessment through the marks awarded; in such

cases, feedback should be returned in time to inform the next piece of coursework.



3. SELECTING TEACHING AND LEARNING ACTIVITIES (TLAS)

Selecting teaching and learning activities aims to help students to attain the intended learning outcomes

and engage them in these learning activities through the teaching process.

A student-centered approach is the emphasis in OBE as its success is largely dependent on the extent to

which students take responsibility for their own learning and whether or not co-operative learning is used;

this is because one of the long-term outcomes of OBE is usually related to generic skills and attitudes such

as teamwork and co-operation. Therefore, programs and courses should also provide experiences that

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http://en.wiktionary.org/wiki/remedial

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