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Education, Pages: 2

Create an Assessment Rubric

Create an Assessment Rubric

Assessment Model: VALUE Rubric (Valid Assessment of Learning in Undergraduate Education)

Recommended Use: The VALUE model measures high-level educational goals, including critical thinking integration and problem-solving abilities. The VALUE model best functions in assignment assessment to evaluate students who reflect, analyze, and synthesize information.

Criterion Exceeds Expectations (3) Meets Expectations (2) Below Expectations (1)
Understanding of Rubric Development Understand all elements of rubric practice, including its intended function, association with learning objectives, and role in assessment quality. The writer illustrates basic comprehension of rubric theory yet shows some unclear points in their understanding. Limited or inaccurate understanding of the purpose and structure of rubrics.
Application of Assessment Model A strong rationale underpins using a research-based rubric model (i.e., VALUE, SOLO) in the assessment framework. The writer utilizes a model while providing an insufficient explanation of its implementation in the work. The model is misapplied or unclear and lacks justification or reference to theory.
Component Design (Criteria, Levels, Descriptors) The rubric author organized its components into logical sections while critically evaluating educational targets. The model contains relevant components that are mostly suited for the task yet struggle with depth of understanding and clarification. Components are missing, incomplete, or fail to reflect sound assessment principles.
Relevance and Meaningfulness The educational tool known as the rubric demonstrates active relevance in learning activities while simultaneously encouraging student involvement and matching educational targets. The rubric holds applicability in this context, yet it fails to bring full student engagement or support instructional goals. The rubric lacks relevance or misaligns with instructional goals.
Grammar, Organization, and APA Style The text presents a flawless structure with no grammatical mistakes and a well-organized flow of information. APA style is followed flawlessly. The text is easy to understand because it contains minor mistakes, yet the author mostly follows the APA writing conventions. Writing is unclear or disorganized; frequent grammatical/APA style errors.

Discussion of the Evaluation Model and Rubric Design

The assignment assessment rubric aligns with the VALUE Rubric framework the Association of American Colleges and Universities (AAC&U) created for Valid Assessment of Learning in Undergraduate Education. The VALUE Rubric model serves as an evaluation framework that universities commonly use to determine critical thinking, problem-solving abilities, and integrative learning outcomes (Shafeek et al., 2019). Applying this rubric proves most effective for assessment situations requiring students to directly utilize their knowledge while thinking about ideas and presenting robust mastery of instructional design elements such as assessment system development.

Learning development assessment through the VALUE model functions by evaluating student growth in processes instead of providing basic answer instructions. Educational theory homework requiring evaluation of concept understanding together with practical skills are suitable for the framework’s implementation. Student assessment with this model establishes an organized system to evaluate their capacity to create significant and functional rubrics corresponding to learning targets (Reynders et al., 2020).

The rubric consists of five main criteria:

  • Understanding of Rubric Development – Evaluates the student’s comprehension of rubric design, purpose, and alignment with instructional goals.
  • Application of Assessment Model – The Assessment Model application evaluates student performance with a selected evaluation system while justifying its utilization.
  • Component Design The assessment of rubric components focuses on understanding how criteria, performance levels, and descriptors organize the evaluation elements.
  • Relevance and Meaningfulness – Measures the extent to which the rubric supports learning objectives and encourages student engagement.
  • Grammar, Organization, and APA Style – Ensures the writing is clear, well-organized, and meets academic writing standards.

The rating system uses three points to evaluate criteria with Exceeds Expectations (3) scoring higher than Meets Expectations (2) and finally Below Expectations (1). The assessment system provides precise performance assessment but still leaves space for feedback evaluation. The assessment tool was developed to maintain clarity, equal treatment, and congruence with instructional purpose. The rubric displays identical evaluation methods for students to implement when building their assessment criteria. Well-structured rubrics attract research support because they enhance instructional results and student achievement. Transparent evaluation criteria through rubrics improve transparency of requirements and produce enhanced student performance achievement (Belanger et al., 2015).

In conclusion, the VALUE model enables this assessment rubric to effectively evaluate sophisticated work relating to assessment design through critical thinking and reflective practices about best educational evaluation practices.

References

Belanger, J., Zou, N., Mills, J. R., Holmes, C., & Oakleaf, M. (2015). Project RAILS: Lessons learned about rubric assessment of information literacy skills. Portal Libraries and the Academy, 15(4), 623–644. https://doi.org/10.1353/pla.2015.0050

Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00208-5

Shafeek, S., Viswambaran, V. K., & Baby, B. A. (2019). An evaluation of the development of formative assessment strategies to enhance student learning and engagement. In 2019 Advances in Science and Engineering Technology International Conferences (ASET) (pp. 1–6). IEEE. https://doi.org/10.1109/icaset.2019.8714339

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Question 

Create an Assessment Rubric

For this assignment, you will develop an assessment rubric that could be used to evaluate a student’s paper on the creation of an assessment rubric. You may use the NCU library to find recent literature on how to develop a learning assessment rubric. Today, the e-learning opportunity concerns finding ways to create meaningful and relevant ways to present valuable learning experiences and to assess these experiences effectively. Hint: Rubrics for assessing Information Literacy are worth researching.
Based on the research you have conducted for this assignment, create an assessment rubric that could be used to assess a student’s paper for an assignment on rubric development. Make sure to include:

Create an Assessment Rubric

Create an Assessment Rubric

The name of the assessment or evaluation model.
Recommendations for when the model should be used.
A matrix that lists each component to be assessed with at least three criteria along with the description of what is expected to earn the specific criterion. Think in terms of a table with at least four columns, the first column is the criterion to be assessed, and the other columns describe different scores.

Length: The rubric should be one-full page and 1 page of discussion.
References:
A critique of Kirkpatrick’s Evaluation Model
Reio, T. G., Jr., Rocco, T. S., Smith, D. H., & Chang, E. (2017). A critique of Kirkpatrick’s Evaluation Model. New Horizons in Adult Education & Human Resource Development, 29(2), 35–53.
This article critiques the Kirkpatrick Model and reviews several empirical studies that utilized the four-levels of the Kirkpatrick Model.
An evaluation of the development of formative assessment strategies to enhance student learning and engagement
Shafeek, S., Viswambaran, V. K., & Baby, B. A. (2019). An evaluation of the development of formative assessment strategies to enhance student learning and engagement. 2019 Advances in Science and Engineering Technology International Conferences (ASET), Advances in Science and Engineering Technology International Conferences (ASET), 2019, 1–6.
This paper looks the different strategies for improving student engagement by using different formative assessment strategies.
Project RAILS: Lessons learned about rubric assessment of information literacy skills
Belanger, J., Zou, N., Mills, J. R., Holmes, C., & Oakleaf, M. (2015). Project RAILS: Lessons learned about rubric assessment of information literacy skills. Portal: Libraries and the Academy, 15(4), 623-644.
This paper presents practical recommendations for implementing rubrics to assess learning outcomes. The paper discusses how to build a rubric, developing assignments that use a rubric, and assessment best practices.
Rubrics- More than just assessment
Aitken, R. (2015). Rubrics- more than just assessment. Online Learning Consortium.
This paper discusses how rubrics are useful in both academic settings and within an organization to ensure learning has occurred and the desired outcomes have been achieved.
Rubrics to assess critical thinking and information processing in undergraduate STEM courses
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1).
This paper discusses rubrics for assessing critical thinking and information processing in STEM courses.
The quest for increased learning: Systematically aligning and assessing learning outcomes
Olsen, D. R., Keith, J., & Rosenberg, J. (2019). The quest for increased learning: Systematically aligning and assessing learning outcomes. 2019 8th International Congress on Advanced Applied Informatics (IIAI-AAI), Advanced Applied Informatics (IIAI-AAI), 2019 8th International Congress on, IIAI-AAI, 314–319.
This paper discusses the alignment of learning outcomes with assessment strategies.