Table of Contents CHAPTER 3
Assess Performance Assess—verb—as·sess \ə-ˈses\—to estimate or judge the value, character, etc., of; evaluate.
The rubrics that correspond to each element within EDU-1 make it easier to assess and measure the performance of a student or boat operator.
Rubrics—Definition and Purpose
The use of a standard for the design and implementation of instructional programing requires that performance against that standard can be assessed. Therefore, part of the standard development process involved the creation of rubrics.
A rubric is an assessment tool used to create deliberate and explicit clarity about the targeted outcome of learning. Rubrics are particularly helpful in learning situations where the focus is on physical education or training, i.e., skills development. Rubrics are an authentic approach to education in that they help instructors and evaluators design and assess student learning that takes place within the context of eventual use of skills. Specifically, rubrics are used to:
• Identify the priority characteristics of a desired outcome or final level of performance. • Differentiate strong from weak performances. • Make performance expectations known to increase the quality of learning.4 Rubrics were developed for use with EDU-1 to: 1. Help course developers and instructors raise the quality of recreational boating education. 2. Assist in determining the effectiveness of the standard to differentiate safe and unsafe recreational boat operation.
3. Provide observers with a way to distinguish different skill levels to determine if the level of difficulty identified within EDU-1 was at the entry level.
The rubrics were created using the same development process as the standard elements. The rubrics were also used to field-test the skills identified within EDU-1 as part of the national on-water validation program.
The focus of the rubrics is on entry-level behaviors that can be observed while skills are performed rather than on the process or method for teaching or accomplishing the skills. By providing additional clarity beyond the “Part B” proficiency description in the standard elements, the rubrics enable:
• Course designers to have more information about what might be included within their curriculum to achieve desired performance outcomes.
• Instructors and evaluators to calibrate behavior observations and assess performance more easily.
4. Lund, Jacalyn L., Ph.D. (2000). Creating Rubrics for Physical Education. National Association for Sport and Physical Education.
This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. 10 ©2022 United States Sailing Association. Facilitated by Think First Serve.
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