Can a rubric be used to measure or define behavioral change?

1. The Rubric and
the Behavior
Change
Truth or Sci-Fi?

2. Will a Questionnaire Work
 Suggest sending to students who have
completed course plus their supervisor.
 But, does the supervisor know what he or
she is looking for? If not, does the whole
process lose credibility?
 Or should it just go to the supervisors?
 What if the supervisor is ‘crappy’?
 And if it does should the questionnaire
itself be in the form of a rubric?
 What if the student can’t immediately
implement what he or she learned?
 And is anyone at HQ interested?
 And who collects the data?

3. Should the Rubric be Shared with
Students Before the Course
Begins?
 Is then the rubric a guideline, a checkoff
sheet?
 Would this put more control in the learner’s
hands?
 But what about the intent of the rubric and
the product? This is where the rubric often
falls short.
 And does the student actually know how to
demonstrate the desired behavior?
 How can a rubric assess progression of skill
from mediocre to disciplined/

4. Does a Focus Group Do
What is Needed?
 Would a focus group be the best approach-
a focus group of the student-graduates?
Supervisors? Both?
 Could the focus group be done immediately
after the training, then several months later,
then again, several months after that?
 And what is the optimal time to wait?
 Is three months too long or too short?

5. How About…
 Coordinating with other training programs
then supervisors could be asked about
multiple training programs at one time.
 Or what about how long it may take for
someone to become proficient at the
behavioral change even though they have
the ‘book’ knowledge.
 Or realistically addressing funding,
resources, leveraging other partner
agencies?

6. And.
 Does the rubric address behavior or
performance?

7. Or stated differently: How
many..
 Licks does it take to get to the center of the
Tootsie Pop?