UPDATE ON THE DEVELOPMENT OF ANALYTIC RUBRICS FOR COMPETENCY ASSESSMENT (DARCA)

  • Gayle Lesmond University of Toronto
  • Nikita Dawe
  • Susan McCahan University of Toronto
  • Lisa Romkey

Abstract

The shift towards outcomes-based assessment in higher education has necessitated the exploration and development of valid measurement tools. Given this trend, the current project seeks to develop a set of generic analytic rubrics for the purpose of assessing learning outcomes in the core competency areas of design, communication, teamwork, problem analysis and investigation. This paper will provide an update on the original paper presented at CEEA 2015, in which the approach to rubric development for communication, design and teamwork was discussed. The current paper will detail the process of testing the communication, design and teamwork rubrics. In particular, it will report on the progress achieved in shadow testing, where teaching assistants and/or course instructors with grading experience (“assessors”) are asked to evaluate samples of student work using selected rows from the rubrics. The results of shadow testing will be presented.
Published
2017-01-28
How to Cite
LESMOND, Gayle et al. UPDATE ON THE DEVELOPMENT OF ANALYTIC RUBRICS FOR COMPETENCY ASSESSMENT (DARCA). Proceedings of the Canadian Engineering Education Association, [S.l.], jan. 2017. ISSN 2371-5243. Available at: <https://ojs.library.queensu.ca/index.php/PCEEA/article/view/6510>. Date accessed: 20 nov. 2017. doi: https://doi.org/10.24908/pceea.v0i0.6510.