Writing Assessment Criteria and Performance Indicators - what & how?
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Writing Assessment Criteria and Performance Indicators - what & how?
- 1. Writing Assessment Criteria and Performance Indicators What & How? Teaching Essentials: https://blogs.shu.ac.uk/teaching/
- 2. Intended Outcomes You will be able to: write high quality criteria to communicate and assess student achievement against module and course level learning outcomes review and provide feedback on the quality of assessment criteria produced by your peers write clear performance indicators that allow you to differentiate student work for marking and feedback How You will work on your actual assessment tasks Work in pairs Workshop The assessment criteria and performance indicators produced in this workshop can be used in the Producing and using rubrics in Blackboard workshop
- 3. What: Assessment Alignment module and/or level and/or course Intended Learning Outcomes aligned to assessed using Assessment Criteria differentiated by Performance Indicators Assessment+ Knowledge/Skills/Attitudes ActivityLOs Act Test
- 4. Statements of achievement that explain what a student will be able to do, composed of: Active verb - e.g. explain, demonstrate, solve, apply, critique Content - the essential knowledge, skill or attitude that the student will be able to explain, demonstrate, (etc) Context - the parameters, scope, situation or level of the content being studied What: The structure of learning outcomes Two examples On completing this module/level/course, you will be able to: Analyse risk management strategies for investment and insurance decisions By the end of this session, you will be able to: Create a set of assessment criteria and define the threshold level and differentiated descriptors for a task in your module or course.
- 5. How a student’s work will be judged, aligned to one or more the intended learning outcomes. The criterion describes the measure you will use to determine whether a piece of work is acceptable. Begin with a descriptive noun that complements the active verb used in the learning outcome. What: Assessment criteria Example For the following learning outcome: By the end of the module you will be able to: present an argument as the basis for producing a business case for a marketing campaign. Assessment criteria In assessing your work, you will be judged on… the clarity of your reasoning in support of the business case you have produced to support your marketing campaign project
- 6. Accuracy Currency Depth Impact Legibility Originality What: Examples of descriptive nouns Succinctness Relevance Fluency Clarity Rigour Objectivity Syntax: The stub In assessing your work, you will be judged on… the…
- 7. You have the descriptive noun. The rest should follow. Think about, the nature of the evidence, i.e. ‘your reasoning’ its learning or assessment activity or what they have done, i.e. ‘the business case you have produced…” Example In assessing your work, you will be judged on… the clarity of your reasoning in support of the business case you have produced to support your marketing campaign project What: Assessment criteria Syntax: In assessing your work, you will be judged on… the… descriptive noun… evidence… assessment activity or performance
- 8. Sets of assessment criteria should be: Coherent Clear and distinctive Complementary Consistent stylistically Useful, usable, and manageable. Weighting: some assessment criteria may be more valuable than others. What: Sets of criteria Working together to create a valid and reliable assessment. All criteria must be demonstrated for the student to be deemed to have demonstrated the learning outcome.
- 9. nb. Performance indicators are sometimes referred to as ‘standards’ Performance indicators are descriptions that break down the different levels of achievement for an assessment criterion. Used in assessment rubrics, these succinct indicator statements differentiate the range of achievement possible for each criterion. Indicator statements can be explicitly associated with a grade range. Indicators can only indicate. They, help the marker to make a good judgement suggest indicative factors that will inform assessment judgements. What: Performance Indicators
- 10. Pass or threshold indicator Use positive terms to clarify what a student will have done to attain each level. Begin by establishing the pass or threshold descriptor. It can help to first imagine the characteristics of different qualities of work (see next slide) Example For a [indicator range], you will typically … [active verb] your [positive specific adjective] [the intended knowledge/skill/attitude] [theory/concept/process/function/fact/] For a pass, you will typically demonstrate your basic ability to apply the principles of constructive alignment to your assessment design. What: Creating Performance Indicators
- 11. What: Creating Performance Indicators Use a bell curve to help you imagine a typical profile* Nb. In criterion-based marking we consider each student on their merits <39% 40-49% 50-59% 60-69% 70-79% >80% Ask: What characterises this work?
- 12. Useful adjectives for threshold indicators The following adjectives are examples of words that are useful for indicating pass or threshold attainment: Basic Sufficient Adequate Essential Fundamental etc What: Creating Performance Indicators See the handout for differentiated adjectives. Discuss with your colleagues how you can add to this list using words appropriate to your discipline.
- 13. Writing good assessment criteria and performance indicators is an art. Make sure they make sense. Involve your peers Involve students Getting assessment criteria and performance indicators right empowers you and empowers your students. What: Peer review
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- Workshop outcomes: • Participants will be able to write high quality criteria to communicate and assess student achievement against module and course level learning outcomes • Participants will be able to review and provide feedback on the quality of assessment criteria produced by their peers • Participants will be able to write clear performance indicators that allow them to differentiate student work for marking and feedback. The workshop will focus on producing high quality assessment criteria and performance indicators. How Participants will bring an actual assessment task with them Participants will work in pairs – therefore modelling good practice in producing high quality criteria and indicators The assessment criteria and performance indicators produced in this workshop can be used in the Producing and using rubrics in Blackboard workshop. Participants will work on an actual assessment task for which they are responsible. Participants will work in pairs – therefore modelling good practice in producing high quality criteria and indicators.
- Workshop outcomes: • Participants will be able to write high quality criteria to communicate and assess student achievement against module and course level learning outcomes • Participants will be able to review and provide feedback on the quality of assessment criteria produced by their peers • Participants will be able to write clear performance indicators that allow them to differentiate student work for marking and feedback. The workshop will focus on producing high quality assessment criteria and performance indicators. How Participants will bring an actual assessment task with them Participants will work in pairs – therefore modelling good practice in producing high quality criteria and indicators The assessment criteria and performance indicators produced in this workshop can be used in the Producing and using rubrics in Blackboard workshop. Participants will work on an actual assessment task for which they are responsible. Participants will work in pairs – therefore modelling good practice in producing high quality criteria and indicators.
- Constructive Alignment - ‘The key is that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are all aligned to each other’ Biggs, 2003 Intended Knowledge, Skills & Attitudes define the learning Activity and an appropriate Assessment method is selected to evaluate the success of the learning activity for each student. The activity and assessment design is based on the Intended Learning Outcomes – a statement of intended change that sets out what a student will be able to do on completion of the module, level or course. This brings us to the focus of this session/screencast: The Intended Learning Outcomes are assessed using a carefully worded set of assessment criteria. Assessment Criteria are key selected and precise statements used by the marker to make judgements about a student's achievement. They are also useful for clarifying with the students what will be assessed and how. Some students will strategically focus on these statements to govern their engagement, but Constructive Alignment means there should be a good balance that keeps even the surface learners focused on achieving the intended outcomes. Through the assessment task, each student will demonstrate the extent to which their performance provides satisfactory evidence of their understanding for each criterion. Marks are awarded for each criterion according to the extent to which they have met the criterion. Performance Indicators are statements that differentiate the levels of performance attained by a student for each criterion.
- Let’s look at how learning outcomes are worded. Time spent thinking about how to write learning outcomes statements will pay off. Precision at this stage will lead to precision in writing the assessment criteria and, from that, the performance indicators. A set of assessment criteria normally addresses the scope of the learning outcome unless more than one task is used to check attainment. In either case, this will require the use of several criteria to check the different aspects of a student’s performance. Key to this is capturing what a student will be able to do using and active verb. Use the future tense and make it personal: “On completing the module, level or course, you will be able to…” do something. The learning outcome statement next needs to specify what the student will be able to do – the content. And finally, it specifies the context for being able to do this. Take a look at these two examples. Pause the video will you review the structure highlighted by the coloured outlines.
- Now let’s look at Assessment Criteria. This is what you use to assessment a student’s work and it is what a student uses when they are trying to clarify what an assessment and its associated learning activities are about. The criterion is crafted as precisely as possible to describe how you will judge or measure achievement. Think about the active verb in your learning outcome. What descriptive noun best complements what you are trying to do. First look at the syntax of the criterion in this example: “In assessing your work, you will be judged on…” This sets you up to begin with a descriptive noun. This example requires the marker to make a judgement about the acceptable quality of a student’s argument. Reasoning and arguments work best when they are clear, so the clarity works well here. Coming up with the right descriptive words is key to writing criteria and indicators… Criteria use descriptive nouns.
- Here are some examples of other qualitative nouns. Activity: Thinking about a learning outcome and assessment from a module that you teach, sketch out a criterion using the syntax. Focus on the qualitative noun and generate a list of useful contenders. What is it you need or expect to see in a piece of work? This word has to work for all work that you deem to be acceptable as a pass. Later we will look at how you can differentiate the quality of work further using adjectives – for now we are looking at descriptive nouns.
- Now let’s look at Assessment Criteria. This is what you use to assessment a student’s work and it is what a student uses when they are trying to clarify what an assessment and its associated learning activities are about. The criterion is crafted as precisely as possible to describe how you will judge or measure achievement. Think about the active verb in your learning outcome. What descriptive noun best complements what you are trying to do. First look at the syntax of the criterion in this example: “In assessing your work, you will be judged on…” This sets you up to begin with a descriptive noun. This example requires the marker to make a judgement about the acceptable quality of a student’s argument. Reasoning and arguments work best when they are clear, so the clarity works well here. Coming up with the right descriptive words is key to writing criteria and indicators… Criteria use descriptive nouns.
- Think about how many criteria you need. Think about how the set covers the scope indicated by the learning outcome. How they work as a coherent whole. The need for them to be clear, distinctive and not contradictary. They mustn’t inadvertently introduce confusion. They should complement each other, pointing to different aspects of what has been learnt. Keeping them stylistically coherent will aid their coherence and make them more usable by students and fellow markers. They must be manageable – for students this means they should be able to hold what is important in their heads. This is the same for markers – remember, every criterion will require the marker to make an additional consideration of the submitted work as they check for evidence. Be reasonable rather than prolific therefore. All assessment criteria should be selected on the basis that they are critical to assessing a learning outcome, and must be met therefore by students, you might decide that some are more valuable than others. When you come to marking, you can assign different weights to the criteria you have designed.
- Now we have the assessment criteria we need to move from thinking about high level descriptive nouns to adjectives. We are looking at writing statements that break down the different levels of achievement for an assessment criterion so that a student’s work can be positioned in relationship to the pass mark. Performance indicator statements are succinct. They are to help the assessor make a good judgement. They suggest the factors that will inform a judgement. This is not a science. Usually judgements require the marker to make decisions, to some extent, ‘in the round’. While not ‘reading between the lines’, the assessor may see the right connections being made in the student’s thinking or performance, but perhaps not as clearly as in a perfect, so called text book answer. Performance indicators, however, have to get as close as it reasonable to capturing the expected different levels of performance. They are like signposts used for sorting.
- As you write the performance indicators, be succinct use positive terminology – remember, what you may regard as a 40% pass may be the target for someone who is trying but finding the topic really challenging Your assessment criteria should make it clear about what is required for a pass – this threshold is a good place to start writing your indicators. But you may wish to start by imagining the characteristics of the work across the range. A technique for doing this is described on the next slide.
- One way of approaching the writing of performance indicators is to think about what most students will produce. If the bell curve represents the distribution of the marks for your assessment, the largest proportion of students will achieve in the region 60-69%. Now think about what you would expect these students to produce. How would you describe one of these pieces of work, what do you expect them to have achieved? Now work backwards or forwards!