U5M3D4 Quantitative, Qualitative - Rubric

The Qualitative and quantitative methods of
assessment
THE IMPORTANCE OF EVALUATION AND HOW TO WORK AS REFLECTIVE
PRACTITIONER
Assessment
 Quantitative Method
 Qualitative Method
 Rubrics and Criteria
Qualitative Method
Qualitative - descriptive approach

Techniques include:
In-depth, open-ended interviews
Observations of activities, behaviors
and interactions
Qualitative Method
 Qualitative approach can yield direct as well

as indirect evidence of learning
 For example, view essay in portfolios for

evidence of creative or critical thinking and
then provide a narrative summary of how
students have grown while in major/program
 It is possible to discover intended and

unintended effects, i.e. discover unexpected
ways that students learn
Quantitative Method
Quantitative - numerical scores or ratings

Emphasize numbers, measurements, statistical
analysis
Techniques include: tests, structured interviews,
questionnaires
What is a rubric?
 A rubric is a scoring guide that seeks to

evaluate a student's performance
based on the sum of a full range of
criteria rather than a single numerical
score.
 A rubric is a scoring tool with list of

criteria use to measure students' work.
Why use rubrics?
 Rubrics improve students' end

products and therefore increase
learning
 When teachers evaluate papers or
projects, they know completely
what makes a good final product
and why
 When students receive rubrics
beforehand, they understand how
they will be evaluated and can
prepare accordingly
Why use rubrics? (contd..)
In brief:
 Prepare rubrics as guides students can

use to build on current knowledge
 Consider rubrics as part of your planning

time, not as an additional time
commitment to your preparation
 Once a rubric is created, it can be used

for a variety of activities.
What is a criterion?
 Assessment criteria are the rules and

measures that are used in order to
access something
 Criteria may be explicit and written

down or implicit in the way that a tutor
marks
Why use criteria?
 Explicit criteria help both tutors and

students
 They make the link between assessment
and learning outcomes- they
operationalize the outcomes
 This helps students focus time, effort and
resources on what is required
 Explicit criteria make it possible for
students to assess themselves and to
involve others in this
Why use criteria? (contd..)
 Explicit criteria also focus the efforts of the

assessor, making effectiveness and
efficiency more likely.
 They improve the possibility of reliability –

that is, of different tutors agreeing
 They make it easier to assess large

numbers of assignments and can also be
used a framework for giving students
feedback
Marking Scheme
 Criteria-based assessment tasks need to be accompanied

by clear marking schemes, providing students with detailed
information about how their work will be judged
Regardless of the terminology used, the purpose is to set out:

 The categories or criteria against which the students work
will be judged; and
 The explicit standards of performance for each category
Marking and Grading
 Marking or scoring is the process of awarding a

number (usually), or a symbol to represent the
level of student learning achievement
 The most common method is by adding up the
number of correct answers on a test, and
assigning a number that correlates
 Higher numbers reflect better quality work.
 As a rule, marking applies to students' level of
performance in individual assessment tasks, not
to overall achievement in a course.
The importance of evaluation
How to be a reflective practitioner

Importance of evaluation
 helping to ensure that objectives are met
 identifying successes
 identifying problems and weakness so they can be rectified
 providing information to aid further development
 providing evidence of the benefits and impacts of teaching
 contributing to securing funding for further development in

teaching
 identifying staff training and development needs

Importance of evaluation cont.
 gaining the support of institutional managers
 guiding future plans
 providing information for stakeholders
 developing guidelines which may be useful for

other library services
 devising strategies to develop projects into

services
 positioning the library in relation to current

learning and research environment.
How to work as reflective practitioner
Learning from experience
What is reflection?
The process of reflection
The Process of Reflection
 What happened?
 Description, facts What?
 What did the experience mean?
 Interpretation
 The feelings involved
 What was learned So what?
 What are the next steps?
 Seeing the bigger picture
 Applying the lessons learned
 Planning future action Now what?
What is Critical Thinking?
Critical thinking is purposeful reflective judgment

Concerning what to believe or what to do.
A critical thinker
 Raises important questions and problems,
 Formulating them clearly and precisely
 Gathers and assesses relevant information, using abstract
ideas to interpret it effectively
What is critical thinking
Types of reflection
Benefits of Taking Time for Reflection
 Enables individuals to think more deeply and holistically

about an issue
 leading to greater insights and learning

 experiential learning process
 Challenges individuals to be honest about the

relationship between what they say and what they do
 or future action
 Acts as a safeguard against making impulsive decisions

 Ref: file:///C:/Users/lenovo/Desktop/Reflective%20Practice.html

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The Qualitative and quantitative methods of

Qualitative - descriptive approach

 Qualitative approach can yield direct as well

 For example, view essay in portfolios for

 It is possible to discover intended and

Quantitative - numerical scores or ratings

 A rubric is a scoring guide that seeks to

 A rubric is a scoring tool with list of

 Rubrics improve students' end

 Prepare rubrics as guides students can

 Consider rubrics as part of your planning

 Once a rubric is created, it can be used

 Assessment criteria are the rules and

 Criteria may be explicit and written

 Explicit criteria help both tutors and

 Explicit criteria also focus the efforts of the

 They improve the possibility of reliability –

 They make it easier to assess large

 Criteria-based assessment tasks need to be accompanied

Regardless of the terminology used, the purpose is to set out:

 Marking or scoring is the process of awarding a

How to be a reflective practitioner

 helping to ensure that objectives are met

 identifying problems and weakness so they can be rectified

 providing information to aid further development

 providing evidence of the benefits and impacts of teaching

 contributing to securing funding for further development in

 identifying staff training and development needs

 guiding future plans

 providing information for stakeholders

 developing guidelines which may be useful for

 devising strategies to develop projects into

 positioning the library in relation to current

Critical thinking is purposeful reflective judgment

 Enables individuals to think more deeply and holistically

 leading to greater insights and learning

 Challenges individuals to be honest about the

 Acts as a safeguard against making impulsive decisions

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