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.
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.
