Using Descriptive Assessment Rubrics as Teaching and Learning Tools.  

Oleh:

Dalton, David F.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Asian ESP Journal vol. 2 no. 2 (2006), page 73-83.
Fulltext: Untitled5.pdf (141.15KB)

Isi artikel

The concept of learning outcomes is probably as old as learning itself. It has been accepted practice in education in some areas for at least the last three decades and was previously referred to as ‘vocational education’, with the National Vocational Qualifications in the UK being one of the prime examples. Apart from the initial difficulty of effectively articulating the outcomes, there are often specific issues when it comes to assessment. Common concerns are: • Teacher learning curve (professional development) • Design of effective rubrics • Increase in assessment load and feedback time • Student buy in The writer believes that outcomes are not universally appropriate but context -determined and that some contexts lend themselves more naturally to learning outcomes than others. The PI being an engineering institute preparing graduates to work in the oil and gas industry has a well-defined context. Clarity of context makes dealing with some of the concerns indicated above, much easier. This thesis will be explained by looking at outcomes assessment as teaching and learning in the context of the Communications Program offered at the Petroleum Institute. There will be specific reference to assessment as learning; its value as a teaching and repair tool; issues of transparency and learner buyin.

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