Download Reflection - Assuring Graduate Capabilities

Assuring Graduate Capabilities.
Reflection on developing rubrics for Arts and Languages.
Susanna Scarparo, Sarah McDonald, Nadine Normand-Marconnet, Andrew Johnson
Faculty of Arts, Monash University.
---For this project, we selected the following five rubrics:
1. Written Communication
2.
Oral Communication
3.
Reading
4.
Intercultural Knowledge and Competence
5.
Integrative Learning.
Drew on previous experience in:
1. standards frameworks as part of the integration of the Common European Framework of
Reference for Languages in the School of Languages, Cultures and Linguistics.
2.
assessment development (within our disciplines and across the faculty of arts).
3.
taxonomies of learning to create new frameworks.
To develop the standards rubrics we:
1. met regularly as a team
2.
worked on shared documents to revise, and in some cases develop new
categories,
3.
developed descriptors for the different capabilities
4.
discussed the project with other groups at Monash engaged in similar standards
and frameworks development projects.
Challenges:
Written communication
The different expectations, types of writing, assignments and goals of the various disciplines
within an Arts degree can mean that there is some disagreement about what constitutes
‘effective’ or a ‘high standard’ of communication in written or oral contexts (eg. consider the
different presentation styles expected at a literary and a geography conference).
Integrative learning
many tasks that could be useful exemplars however it is how these tasks are presented and the
parameters for successful completion that differentiate the students capabilities.
Intercultural Knowledge and Competence
the type of non-traditional, experiential learning explicit in this rubric was hard to quantify in
terms of students achievement.
Supported to Independent
Looking over templates and past examples of rubrics (our own assessment rubrics included) we
noted first of all the difficulty of identifying real progress over different levels and as such sought
to develop a rubric which recognised development or progress across a degree program
(though not necessarily tied to year level achievements). Supported to Independent describes
the progression of the learner.
Recognising ability, not incapacity, at all levels
We also sought to avoid ‘negative’ descriptors - eg. descriptors suggesting what student ‘can’t’
do at various levels creates a problem in relation to student exemplars, and self perception.
English Language Proficiency?
We have included an English Language proficiency category, but increasingly came to see this
as more of a ‘summary’ of the various categories than a separate category for students with
English as a Second or other Language. As such, this still offers some alternative to
standardised post-degree English language testing, though many may still see that as a
necessary measure.