Event Title

Defining Professionalism Through Assessment: Rubric Development and Use

Location

Terry

Format

Workshop

Start Date

15-1-2011 1:00 PM

End Date

15-1-2011 2:30 PM

Abstract

INTRODUCTION: Dr. Brown earned her B.S. degree in physical therapy from the University of Oklahoma, an M.P.H. degree in health administration from the University of Oklahoma, and is a Ph.D. (candidate) at TUI University.

PURPOSE: To identify professionalism criteria and components of each to allow accurate and fair assessment and be able to construct user-friendly rubrics that allow faculty members and students to differentiate performance in professional behaviors.

METHODOLOGY: Lecture, group discussion, group project, individual product.

RESULTS: Assessing student performance in a fair and consistent manner is a challenge for any faculty member; however, professionalism and behavior present unique challenges of generational beliefs and subjectivity. Rubric assessment provides descriptive levels of performance and a scoring tool linked to expected outcomes. Developing rubrics can be overwhelming for the novice user; however, through understanding of the process and scoring methods, a pattern emerges for conquering the details of development. Students and faculty members using rubrics during assessments with professionalism components are provided uniform expectations and explanations of behaviors. Transparency in grading is achieved in what is often considered a subjective grading area.

CONCLUSIONS: Widespread use of rubrics to assess professionalism throughout a professional curriculum can provide students and faculty a consistent mechanism to model professionalism.

This document is currently not available here.

Share

COinS
 
Jan 15th, 1:00 PM Jan 15th, 2:30 PM

Defining Professionalism Through Assessment: Rubric Development and Use

Terry

INTRODUCTION: Dr. Brown earned her B.S. degree in physical therapy from the University of Oklahoma, an M.P.H. degree in health administration from the University of Oklahoma, and is a Ph.D. (candidate) at TUI University.

PURPOSE: To identify professionalism criteria and components of each to allow accurate and fair assessment and be able to construct user-friendly rubrics that allow faculty members and students to differentiate performance in professional behaviors.

METHODOLOGY: Lecture, group discussion, group project, individual product.

RESULTS: Assessing student performance in a fair and consistent manner is a challenge for any faculty member; however, professionalism and behavior present unique challenges of generational beliefs and subjectivity. Rubric assessment provides descriptive levels of performance and a scoring tool linked to expected outcomes. Developing rubrics can be overwhelming for the novice user; however, through understanding of the process and scoring methods, a pattern emerges for conquering the details of development. Students and faculty members using rubrics during assessments with professionalism components are provided uniform expectations and explanations of behaviors. Transparency in grading is achieved in what is often considered a subjective grading area.

CONCLUSIONS: Widespread use of rubrics to assess professionalism throughout a professional curriculum can provide students and faculty a consistent mechanism to model professionalism.