The session on assessment is helpful and provided insight on assessment. After reviewing Brenda's DST using the rubric given by Phillip, it dawned on me and my colleagues that there isn't one standard rubric for the assessment of projects and in this instance, our DST. For example, the given rubric does not take into account the overall design meaning given that the product being assessed is a DST project. When we were given the opportunity to design our own rubric, we took into account the objectives of the course as well as from our understanding of assessment. When we used the rubric which we designed to re-assess Brenda's DST, we had many questions regarding her decisions to use certain modes. Just by examining her end product alone isn't adequate. I realised that the product and reflection should be marked holistically given that the reflection is the articulation of the process involved in designing the DST. When I give my students a project to do in future, I'll be sure to design a rubric together with my colleagues to assess that particular project rather than just take one off the internet.
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Hi Joshua! I do agree with you that the end product and the reflection needs to go hand in hand. Given that the 'audience' differs and their perceptions differs as well, it is vital that both are graded holistically. I have always believed that reflections are a great way to refine or to 'throw away' the activities/lessons (start anew) !!
ReplyDeleteRach: If our DST isn't a graded piece and there isn't a reflection that comes along with it, I reckon it will be very much like how we assessed Brenda's DST without understanding her intentions. It then becomes speculative on the part of the audience.
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