There was a particular question in Assignment 2 that I am not sure if I was able to answer properly. The question was on the value of the course itself to learning about assessments.
In most of my years in a formal school, I am only familiar with one or two grading system. That is getting grades in a form of numbers. I am happy when I get a grade better than 85% or 2.25. Then when the going gets tough, I am happy when I get a passing grade (better than nothing, right?). I am quite aware that there are a lot of other assessments behind those numbers. But being very young and carefree, I don’t really care about it that much. For me then, it’s the final grade that matters.
In my professional life, I encounter rubrics at work due to our regular performance assessments. We also develop our work plans at the start of the contract, and this gives us and our boss basis to review our work performance and outputs. Our HR also regularly gives out the proficiency rubrics to assess our growth in the career ladder, which will eventually be used to assess if we need to move a step up in salary grade.
Learning about alternative assessments, however, made me understand the critical functions of rubrics. While it took me just a day to work on the reflection portion of the assignment on alternative assessment, it took me a week to think and re-assess the development of rubrics. I find it easy to work on developing a “rubric” for traditional forms of assessment. But it was “trickier” develop rubrics for alternative assessment. I cannot just rely on number of missed answers. I have to be careful on the language I use, lest I miss out on the objectives. What a heavy responsibility it is to develop rubrics that would allow a teacher to properly assess a student’s performance, beyond test scores.