Un acquis d’apprentissage visé (AAV – Intended Learning Outcome) décrit de manière précise ce qu’un apprenant devrait être capable de « faire » à l’issue de tout ou partie d’un parcours d’apprentissage (de formation).
Que ce soit lors de l’examen des acquis d’apprentissage visés par (une partie d’) un programme de formation ou lors de la construction de la liste de ces acquis, il est utile de pouvoir formuler un diagnostic aussi objectif que possible afin de s’assurer de la qualité de la liste d’acquis et de déceler les éventuels points d’amélioration.
Nous présentons des grilles critériées (« rubric ») pour évaluer une liste d’acquis d’apprentissage visés par un dispositif. Les grilles proposées sont très largement inspirée d’une grille utilisée par un grand nombre d’universités américaines (cfr. https://www.wscuc.org/).

This article provides an overview of using rubrics as a method of assessment and discusses technological tools that facilitate the creation of rubrics.

Field Experience Skill Evaluations: A set of rubrics used to evaluate students in early childhood education teacher preparation field experiences.

Field Experience Documents: A collection of field experience documents created to provide information and support to students, faculty, and community partners.

This module of the course focuses on organizing curricular documentation and student learning evidence into a reflective exhibition or narrative that explains student learning and what inclusive educational practice supported that learning. During the module you will use a scoring rubric to help analyze some sample cases and give constructive feedback to improve the educative value of the cases or exhibitions for other educators.

A unit of study where participants should develop an understanding of the role rubrics play as an assessment tool as well as when and how they should be used. The objective is for participants to recognise the difference between low and high quality rubrics but also feel adequately prepared to begin creating rubrics.

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

This handout provides an overview of different kinds of rubrics you might want to use, as well as ways of describing performance levels. It also includes advice for developing a successful rubric.

This handout provides an overview of different kinds of rubrics you might want to use, as well as ways of describing performance levels. It also includes advice for developing a successful rubric.

Deb Baker created this after consulting with faculty, librarians, and colleagues from around the country. The idea was to create a practical tool for assessing information literacy that anyone could use, was easy to norm, and focused on what students could do and where research instruction could be improved to increase students' information literacy. This rubric can help improve student success and information literacy learning outcomes in research assignments for any course. Used early in the semester it can serve as a diagnostic tool for supporting student researchers in developing the skills and habits of mind needed to successfully find and use information to answer a question, support a thesis, or solve a problem. Students could even use it to self-assess.

Cover photo by Glenn Carstens-Peters on Unsplash

How we design professional development greatly impacts outcomes. This module addresses the incorporation of critical thinking and critical reflection skills into professional development sessions, with sections on cultural competency, incorporating participant self-assessment at the end of sessions using rubrics, and instructional design considerations when developing in-person sessions or online learning. It is intended to give an entry into these topics for anyone providing training in any setting.

This rubric from Bismarck Public Schools helps define collaboration between school librarians and classroom teachers.

KICTCFT: The teacher to develop and apply knowledge of rubrics in assessing the syllabus. Specific Objectives: By the end of this unit you should be able to 1] Create rubrics and 2] Use rubrics in assessing the syllabus.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Learn how to increase engagement and retention in your classroom. Edutopia's professional development PBL teaching module is designed for either a two- to three-hour class or session or a one- to two-day workshop, and is divided into two parts.Part one, Guided Process, designed to give participants a brief introduction to PBL, answers the questions "What is PBL about?" "Why is PBL important?" and "How does PBL work?" The Guided Process also includes the Teaching About PBL section as well as a PowerPoint presentation (including presenter notes), which can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show.Part two, Group Participation, assigns readings and activities for experiential PBL. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.

This article for elementary teachers focuses on why and how to use rubrics to assess student work and how to use online tools like Rubistar and PBL Projects Checklists to construct your own rubrics.