Module #9 Reflection on My Own Working on the Rubric and the Course Design

Arguably, the most important task in designing any educational program, course, or learning activity is to select or prepare measurement tools that are of high enough quality to guide the processes of assessment and evaluation. Any doubt by learners about what they are being instructed to produce creates ambiguity and reduces the value of data for improving the course (McKay, 2006, p. 45). This causes the measurement process to lose its reliability and validity. Rubrics expand an educator’s measurement range beyond tests and exams, which work well for conceptual knowledge
to the higher levels that are essential for learning and growth in any discipline or profession.

To address the use of rubrics in course assignments this paper aims to provide:
• An overview of the types and purposes of rubrics.
• A process for designing rubrics for course use.
• Description of the measurement objectives in typical courses in coordination with learning/growth opportunities for all skill domains.
• An introduction to the use of measurement theory and criteria as a basis for insights about how to improve rubrics.
• Insights about rubric applications that will guide effective usage.
(retrieved from http://www.elicbrown.com/conferences/Using%20a%20Quality%20Evaluation%20Rubric%20in%20Online%20Course%20Supplements.ppt.pdf )

Actually, I was not familiar with this kind of evaluation system, rubric before I started learning TESOL MA program. Even I didn’t know rubrics are flexible tools that can be developed relatively easily in practice situations to capture the key performance criteria and standards expected. I learned that even in situations that require quick solutions, e.g., a new course assigned to an educator at the last minute, it is possible to maintain quality if measurement tools match up with the main learning opportunities planned.
Quality learning environments must be developed with guidance from methodologies for program, course, and activity design. Rubrics can easily be developed to capture the key performance criteria and standards expected. Simpler rubrics are highly valuable because even a lower-quality measure will provide much better evidence about the nature of learning than estimation on the basis of “experience.” Like any tool, however, one will become more expert only by direct work with creating and applying of rubrics in real contexts.
We, educators must continuously improve their uses of measurement in order to facilitate quality learning and growth. Frankly speaking, to make a rubric and design language course are most difficult assignments in the whole course but it’s very helpful for me.