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Additional behaviors are written into each rubric to help instructors coach students for further learning and skills development, and to enable an evaluator to determine the level of performance more effectively. Following are the purpose and uses of the three levels:
• Level 3 Successful Performance—Identifies the successful level of proficiency with the Element. Contains key information from Part B of the Element and targets the desired level of performance. Helps instructors focus student attention on the desired outcome for a particular skill.
• Level 2 Needs Improvement—Describes a level of performance that is not quite at the targeted or desired level. Provides instructors with a means to identify and focus coaching opportunities for additional skills development.
• Level 1 Unacceptable (Unsuccessful) Performance—Identifies behaviors that are well below the desired outcome. Significant learning may need to occur to achieve successful performance.
The behaviors and actions described in the rubrics are not exhaustive. Additional performance criteria may be appropriate to include in certain situations, such as unique platforms or environments. While the rubrics assist with the assessment of student proficiency, the instructor’s judgment is ultimately what determines successful or unsuccessful performance of each skill and overall.
Guidelines for Using Rubrics Align performance assessment with the purpose and outcome of instruction.
EDU-1 and its rubrics were developed to assist education providers with teaching and evaluating skills associated with safe recreational boating. Rubrics are provided to elaborate on behaviors associated with skills identified in the standard. Student performance assessment should be aligned with the intended purpose and outcome of the instructional program. If course developers do not use these rubrics are not used, they should develop and integrate other rubrics aligned with the purpose and outcomes of instruction.
Use rubrics before, during, and after a learning experience.
Before an instructional event, share the rubrics with students so that they know what they are being asked to learn and do. This process of establishing an anticipatory set 5
is a powerful approach to engage students more effectively in the
learning process. When students are aware of what they will be expected to learn and do, they are likely to be more prepared for the learning experience.
During a course, use the rubrics to provide students with feedback about their current level of skills and to target additional learning needs. This is called Formative Evaluation and it provides an opportunity to adjust learning while there is still time to redirect students toward a more successful outcome.
After the instruction is finished, use the rubrics to assess overall proficiency. This is known as Summative Evaluation and is used to determine whether a student has successfully acquired the skills associated with the Standard and safe entry-level recreational powerboat operation.
Establish criteria for successful course completion, using the Standard and rubrics as source material.
A question many people have asked during the standard creation and validation process is: How do I determine if a student passed or failed the standard?
EDU-1 and this TSD are source documents used to design instruction and assess performance. Neither the standard nor the TSD is an instructional course, and this means that a student cannot pass or fail the standard. There is no set number of rubrics that must be at Level 3 or Level 2 for a student to be considered a safe entry-level operator. A student might be assessed at Level 1 for certain skills, yet still be considered safe. Similarly, a student could be evaluated at Level 3 across the board but be considered unsafe, perhaps due to poor judgment or attitude.
5. Establishing anticipatory set is an instructional strategy that is intended to capture a students’ interest in the beginning of a lesson.
This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. 12 ©2022 United States Sailing Association. Facilitated by Think First Serve.
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