1. How to Develop CPBL Courses Part 5
Use Assessment and Rubrics
to Improve Learning

2. The Assessment Process
State Intended
Outcomes
Use
Assessment
Results
Select
Assessment
Method
Design
Learning
Experience
Huba & Freed, 2000, p. 10
Copyright © 2006 by Peter Hsu

3. Chongqing Technology & Business University Case Study
Upper level undergrad course
Integrates Public Finance, Law, social action

4. Statements of Intended Learning Outcomes
Knowledge:
K1 Describe terms, basic concepts of PF
K2 Describe how various government departments coordinate in FBE
K3 FBE implementation conditions
K4 FBE budget management policies and processes
K5 FBE budget-related laws
K6 Formulate effective FBE policies
Skills:
D1 Oral & written communication
D2 Critical analysis of social problems
D3 Teamwork
D4 Self directed learning
D5 Research
Personal attitude/value
B1 Concern for rural educational issues
B2 Develop a bias for social action
B3 Appreciate educational opportunities
B4 Develop a critical perspective of social conditions and a habit of solving social problems within the legal framework

5. Develop or Select Assessment Measures
How does the
professional world
assess this outcome?
Objective,
Essay
Drills
Practical
Multimedia
Discovery
PBL
Collaborative
Lecture
Action, Service
Reflective
indirect
Learning
Outcomes
Direct or
Indirect
direct
Case study,
Project,
Thesis,
Product…
Which assessment
measure is most
appropriate?
Promotes which
kind of learning?
Copyright © 2006 by Peter Hsu

6. Project Background

7. Yiyang County Free Basic Education (FBE) Budgeting Process
Educate villagers on their legal rights in FBE budgeting process
Student teams conduct public education events
Write recommendation report after event

8. Learning Experience Design
Seminar lecture to overview project and related knowledge (K1)
Obtain first hand information on FBE budget implementation through interviews with officials, students, parents, teachers (K2, K3, D1, D4, D5)
Educate grassroots stakeholders on FBE legal rights and budget participation processes through literature, consultations, cultural events, and other creative means (K1-6, D1,D3)
Analyze problems in specific locations where poverty prevents children from attending schools (B1, B2, B4)
Write report synthesizing first hand knowledge with class reading (D3-D5)
Based on analysis of first hand information and experience, make specific recommendations for improvement of China’s rural FBE problems
Execute the project using principles of good teamwork and project management (D3)
Through group discussion, formulate final report strategy (D1, D2)
Through research and social action, learn public finance laws, policies and processes (K4, K5, K6)
Write final report (K1-K6, D1,D3)

9. Assessment Measures 30 K1, K2, K3, D1, D2, B1-B4 20 K4, K5, K6, D3
Grade ％
Outcomes Assessed
Project Report 30
K1, K2, K3, D1, D2, B1-B4
Publicity Material 20
K4, K5, K6, D3
First hand research data
D2, D4, D5, K2, K3
Public activities and events
B1, B2, B4, D1, D3, K5, K6
Teamwork, self learning 10
B3, D3, D4
Copyright © 2006 by Peter Hsu

10. Project Report Analytical Rubric
Level
Criterion 3 2 1
FBE budget related knowledge (K1-K6, D2, B4)
Can evaluate related law and processes and propose solutions
Can apply related knowledge to Yiyang County FBE problems
Can describe related law, processes, proceducres
Unclear, superficial
Attitude towards FBE problems (B1-B4)
Propose concrete actions to address rural educational problems
Show concern about rural poverty and corruption
Critical of current practices in rural FBE
Not my problem
Report Writing
(D1-D2)
Writing is creative, readable
Smooth transition
Rich details
Sources>15
Gram errors <5
Relevant to topic
Coherent
Sufficient details
Sources 10-15
Grammtical errors <10
Related to topic but not tight
Lacks clarity
More details needed
Sources>10
Gram errors>10
Insufficient details
Off topic
No reference or sources
Confusing
Many errors

11. Publicity Material Holistic Rubric
Level
Criterion Description
Exemplary
(15 – 20)
Media variety – banners, posters, literature, slogans, music
content – accurately provides key information, localized, easy to understand
design – visually attractive, easy to read
Acceptable
(10-15)
2-3 types of material
content – accurately provides key information, not localized or considered local literacy level
Design – ordinary, lacking visual coordination
Needs Improvement
(4-9)
1-2 types of material
content – key information incomplete, transcribing text
Design – visually confusing

13. Educating with Rubrics
Formative Assessment
Summative Assessment
Communicate professional standards to students
Improve students’ self-assessment ability
Students can participate in development of criterion
Platform for communication with students
Provide timely feedback
Huba & Freed, 2000, p. 169

14. Summary
Rubrics help align assessment to intended learning outcomes closely
Rubrics are educational in themselves
Rubrics engage students meaningfully