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For these reasons, while the rubrics are designed to support the work of assessing performance, the education provider has the obligation to determine what level of proficiency constitutes passing or failing a course. For example, it may be determined that a student needs to perform 100% of the skills at Level 3. Or perhaps 80% of the skills performed at Level 3 and 20% of the skills at Level 2 would be considered sufficient proficiency to pass, with the inclusion of an improvement plan. Likewise, the course provider will decide on the level of proficiency associated with failing a course, such as an assessment of Level 1 proficiency for one or more skills.
Modify rubrics, if appropriate, to accommodate local factors.
Some behaviors not currently in the rubrics may be relevant to a particular venue. In this case, the rubrics may be modified to include additional proficiencies applicable to unique circumstances, boat equipment, or waterway conditions within the local environment. When modifying a rubric, the quality should be raised, rather than lowered. In other words, changes to rubrics should be more comprehensive or make the outcome more challenging to achieve.
Train instructors and evaluators in the use of the Standard and rubrics. To properly assess student performance, train instructors to: • Provide assessment during instruction to target feedback and coaching opportunities.
• Conduct an overall assessment of a student’s skills to determine whether they successfully demonstrate a level of proficiency on the profile of skills needed to be a safe entry-level recreational operator.
• Encourage continuous learning and development of students beyond their course experience.
Trust trained evaluators to make detailed observations of performance and decisions about who successfully demonstrates safe and unsafe boat operation relative to the standard. Instructors should rely on their expertise rather than numbers. This approach helps avoid the challenges often associated with pass/fail scoring systems in which the difference between pass and fail can be a single point.
Evaluators should pay particular attention to key performance measures that tend to be present in multiple skills and are therefore included as rubrics with multiple elements. Examples of this include:
• Situational awareness: continuously looking “outside the boat” for other vessels or hazards. • Steering and engine controls: smooth operation of helm, gearshift, and throttle.
This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. 13 ©2022 United States Sailing Association. Facilitated by Think First Serve.
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