American Accounting Association

AUGUST 6-10, 2011  •  DENVER, COLORADO

CPE Session 19

Rubrics and Attention-Directing Evidence for Assurance of Learning

Sponsored By: Teaching, Learning and Curriculum

Presented By:

Thomas G. Calderon, University of Akron

Description: This workshop will focus on the design of rubrics for grading and assurance of learning. The workshop will consist of three parts. Part 1 covers such topics as (a) how do we know what students learn, (b) processes we use to determine if students learn, (c) how rubrics help with assessing learning, (d) types of rubrics, constructing rubrics, and evaluating rubrics, and (e) addressing significant rubric design and deployment issues. In Part II, I present examples of assignments and assurance of learning activities where business schools and accounting programs have used rubrics successfully. In the third part, I discuss and provide examples from the field of how rubrics are used to (a) produce attention-directing evidence to assess learning and (b) identify opportunities to enhance student learning and program effectiveness.

Field of Study: Accounting
Program Level: Intermediate
Method of Delivery: Group — Live

Intended Audience: The intended audience include administrators who are interested in assurance of learning as well as faculty who are seeking to learn more about available tools and approaches for assessing their students' work and for contributing to their programs' assurance of learning processes.

Format/Structure: The workshop leader will use an active learning approach. Participants will work on and discuss several mini cases. Cases are designed to focus on various challenges encountered in building, using, quantifying and summarizing evidence from rubrics, and producing reports that aid faculty and administrators in "closing the loop".

Learning Objective: Participants who complete this workshop will: 1. understand the characteristics of effectively designed rubrics 2. develop and use a meta rubric to evaluate their rubrics and produce more effective rubrics 3. understand challenges and opportunities in designing attention-directing rubrics for program and classroom assessment 4. explore different ways to collect and analyze evidence about learning from rubrics 5. understand the nature and characteristics of attention-directing evidence about learning for classroom and program assessment.

Prerequisites: Previous background in assurance of learning and classroom assessment would be helpful but not required prerequisites for this workshop.

Advanced Preparation Required: None

 

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