Action Plan

Xavier Williams

Unit 4 Discussion 2

Creating Effective Assignment

Designing Rubrics to Plan and Assess Assignments

The structure of the rubric describes the level of the information which is required for the assessment of the learning strategy to ascertain quality. It provides the essential description for the identification on whether the assessment strategy shows a high reflection of practices which are included in the evaluation of the program. The design constitutes the procedures that a learner should undertake towards meeting the basic quality standards of a test and in development of needs too (Reddy, 2011). Remarkably, the rubric provides key information in the plan and also shows the explanations for the learner to make additional views and comments necessary for earning more points on a given program or the assessment plan. It also provides rating on each of the item answered well. The summary section at the end of the rubric shows the information with the total assessment of the information required.

The rubric is also useful in allowing the students to be confident on the knowledge of whatever being assessed. It not only helps in grading assessment but also in understanding assignment and to enhance preparation in meeting the requirements. Therefore it aids in measuring the goals of learning. The objective of using rubric in achieving the educational goals is to avail programs having feedback with regards to the strengths and weaknesses of the evaluation activities. It does not evaluate the program itself or students’ performance (Suskie, 2018). The rubric outlines the expectations of the assignment and provides certainties on the procedures of doing assignments.

Multiple-Choice and Other Objective Tests

Multiple choice of assessment is an evaluation in which the learners or respondents are asked questions based on the identification and selection of the correct answers only from the series with the offered choices in the educational settings (Fellenz,2004). The structure consists of the stem and the alternative answers which are correct among the incorrect answers. The stem represents the task to be solved and the option section consist consist of the choices whereby the correct answers earn points. Choices should provide convincing alternatives towards the correct answers to scaffold the thinking of the student. The assessment improves liability which is shown by the availability of the numerous items in the test.

Multiple choices require relatively minimum time to be administered thereby providing less time for assessments to be evaluated. By doing this, multiple questions enhances the development of the learning objectives. Multiple choice allows the test takers to be graded depending on their selected choices therefore reduces the likelihood of the teacher becoming bias on the result hence motivates the learner (Suskie,2018). It is the best predictor of the learners’ performance as it involves recognition and recall of the subject and memorization. It also tests the learners ability to critically make inferences from a set data and understanding of the of the concepts which enhance problem solving. Therefore multiple choices serve as a summative oriented evaluation with the procedures that can be developed into tools which supports learning activities.

Reference

Reddy, M. Y. (2011). Design and development of rubrics to improve assessment outcomes. Quality Assurance in Education.

Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals

Fellenz*, M. R. (2004). Using assessment to support higher level learning: the multiple choice item development assignment. Assessment & Evaluation in Higher Education, 29(6), 703-719.