Wednesday, October 5
4:15 PM-5:45 PM
EDT
Room 1

Assessment, Technological Pedagogical Content Knowledge and Universal Design: Reworking Rubrics to for Inclusion and Equity

Workshop ID: 61578
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    Lara Ervin-Kassab
    San Jose State University

Abstract: This workshop uses the idea of providing students with voice and choice, a principle of universal design, to collaboratively rethink how we write and use rubrics in our teaching. We will begin with Brookhart’s (2013) descriptions of general rubrics and combine this with creative thinking about non-tool specific rubric design. Each participant should come to the workshop with a rubric they want to re-think or re-tool. We will utilize our technological pedagogical content knowledge (Koehler & Mishra, 2014) to focus on the function, rather than the form of assessments we ask students to complete. In this way we will also confront contextual concerns and how flexibility can support of culturally valid assessment practices (Solano-Flores, Del Rosario Basterra, & Trumbull (2011). By the completion of the workshop, participants should have the start to a rubric that allows for flexibility and choice in technology tools, a core principle of universal design in online, hybrid, and face-to-face learning environments.

Objectives

Participants will be able to: • Engage in discussion about the importance of function over form in assessment and how this allows for use of technology to provide students multiple means to represent learning. • Collaborate in a critical friend conversation to identify the core learning outcomes in an existing rubric. • Revise an existing rubric to provide students with agency, to control for linguistic bias, and to foster equity and creativity.

Topical Outline

0:00-05:00 Welcome and agenda for the workshop 05:00-10:00 Introductions to who is in the room (finding commonality/thought partners) 10:00-20:00 Theoretical underpinnings of rubric redesign and what is meant by function over form? (interactive presentation) 20:00-25:00 Breakout Room pair-share: Describe the product your rubric is designed to lead to! 25:00-35:00 Utility, Inclusivity, and Cultural/Linguistic Validity: Reading our rubrics with a student’s lens (modeling and independent review) 35:00-55:00 Breakout Room: sharing ideas, peer input, and creatively rethinking elements of our rubrics. 55:00-60:00 BRAIN BREAK! 60:00-70:00 Thinking about our TPCK: What do students know or want to know how to do with technology? How can we revise language for tool independence and flexibility? (interactive presentation) 70:00-80:00 Reviewing our rubrics with technological flexibility in mind! (Breakout rooms) 80:00-90:00 Sharing key learnings, making connections for the future, wrapping up.

Prerequisites

• Participants need to bring a basic understanding of technological pedagogical content knowledge (how TPCK is activated in planning assessments). • Participants will need to bring a rubric they have or intend to use in their teaching on which to work.

Experience Level

Beginner

Qualifications

Dr. Ervin-Kassab has been an educator for over 25 years. Her research and practical expertise is in utilizing TPCK for classroom assessment (2014), supporting professional development of student-centered and research-based practices through communities of practice (2016-2021). She has pioneered the use of sandbox approaches to professional development (2021, 2022 in press). Additionally, she has worked in K-12 and teacher education spaces supporting the use of project-based learning and rubric design as well as working with Stanford University and the state of California in performance assessment work. Her recent work has been analyzing assessment practices through critical, equitable, and inclusive lenses. Please see relevant publications and presentations in attached document.

Topic

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