Peer assessment tutorial

Introduction Rubric: Format Rubric: Reflection Rubric: Criteria Rubric: Links to policy Rubric: Enagement Observe an assessment Your turn Results

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Rubric: Reflection

Reflection is the most important factor on our rubric. It is essential to continuous learning. You need to make sure the learner has got this right, even if only at a basic level, in their evidence submission. Watch the video, read the text and complete the practice assessments activity below to find out what to look for.

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Video transcript

Slide 1: Title slide

No narration.

Slide 2: Video

We're going to look at the single most important factor in any assessment, has the learner understood what they’ve just learned and identified improvements to their own practice, that’s the way they do their job, as a result.

This is the reflection factor. And it's part of what makes SSSC Open Badges different to the traditional online learning most people are used to.

Slide 3: Reflection

Here's how the reflection factor appears on our rubric.

Due to its importance, scoring 'needs work' here will return the submission to the learner regardless of how well they score elsewhere.

Slide 4: Reflection – needs work indicators

It's important that the evidence submitted is written in the first person. If it is not then we can't properly assess what has been submitted as it won’t be clear whose learning or practice is being talked about. If there's heavy use of words like you, your, we or staff when the learner should be talking about themselves – or if they have submitted an essay with no reference to themselves - then you should score reflection as needs work.

If the large parts of the evidence is made up of lists of things the person has learned, with no explanation of why these were important or relevant to them or their practice then this should also direct you to score it as 'needs work'.

Likewise, if the learner has not identified any improvements they can make to their own practice then – and this is expected of them from the questions asked in the badge criteria – then you should score it as 'needs work'.

Watch out for people talking about what they think others should do – we're only interested in what they will do. If they haven’t mentioned what they, themselves, will do – score it as 'needs work'.

Also watch out for submissions that focus on what the learner thinks they do well already and offer no insight into what they can improve on. These should also be scored as 'needs work'.

Slide 5: Reflection – satisfactory indicators

In a satisfactory submission, the learner will have made good use of the words I, me and my throughout what they have written. There might be the occasional slippage into second or third person here or there, but overall, it is clear they are talking about learning and practice from their own point of view.

Where their evidence mentions what they have learned, they will have explained why this was important to them and how they intent to improve to improve their future practice as a result.

And, as assessors we should expect to a clear indication from the evidence about what actions the learner is going to take to improve their own practice. For example, rather than "I learned this and know I need to improve.", we want to see "I learned this and I will do x, y, z to improve my practice in this area."

Slide 6: Reflection – excellent indicators

But, how about an excellent score. What would look for to go in that direction. Obviously, we'd expect to see proper use of the first person throughout the entirety of the evidence submission – with the exception of where the learner is speaking about discussions they have had with others. Without this, the highest score you should give is satisfactory.

But if that's all good we can look at these other indicators.

If you think the learner has identified a significant change to their practice – it is up to your judgement what significant means – then I'd encourage you to score this as excellent.

Achieving positive outcomes for people using services is important and if a learner has shown insight into how improving their practice will do this then this an indicator of something you should score as excellent.

Finally, if someone talks about how they will use feedback from others to tell if their practice is actually improving (especially from people using their service), this should direct you towards scoring the reflection factor as excellent.

Slide 7: Activity

I’ve prepared examples of real submissions for you to look at. You'll find instructions below this video.

First, look at each of them and decide how you would score them for reflection. Don't worry about getting it right at this stage, this is just a practice activity. Once you’ve done this, you'll see how an SSSC assessor scored the same submission along with their rationale for this and what feedback they’d give to the learner.

Consider how your scores compare to the SSSC assessor and take a short note of what you learned from this activity in the reflection box below.

I'll see you in the next video.

Slide 8: Thank you

No narration.

The reflection factor is what makes SSSC Open Badges different to the traditional online learning people have become use to.

As assessors we are looking for the submission to be written in the first person, show understanding of the topic and be clear on what actions the learner will take to improve their practice because of their learning.

You will be asked to choose between three options when assessing this factor; needs work, satisfactory and excellent. Below are a few indicators of what you should look for in making your decision.

Needs work indicators

Evidence submitted consists mostly of words like you, your, our, we or staff where the learner could have used I, me or my.
Learner lists or repeats things from the learning materials without offering any insight into why these are relevant to their own practice.
The learner fails to mention what actions they will take to improve their future practice or only speaks about what other people will do.
Instead of identifying future improvements, the learner focuses on things they already know or do well.

Satisfactory indicators

Learner mostly uses words like I, me and my throughout any answers talking about their own learning and practice.
Learner explains why what they learned is important to them.
Learner explains how what they learned might improve their future practice.
Learner writes about the actions they need to take to improve their practice.

Excellent indicators

Learner uses words like I, me and my consistently throughout any answers talking about their own learning and practice.
Learner identifies significant improvement(s) they can make to their future practice and is clear about how they will achieve this.
Learner shows they understand the effect their actions will have on outcomes for people who are using their service.
Learner indicates how they will evaluate or seek feedback on any changes they make to their practice.

Failing to achieve a satisfactory score here means the submission will be returned to the applicant for more work regardless of how they score elsewhere.

Try assessing a few submissions and see how your scores compare to the original decision. Complete the activity below before moving on to the next factor.

Activity: Practice assessments

10 minutes

You are going to assess five examples of real submissions for the Writing evidence for Open Badge applications badge. Read through each and select how you score them for reflection. At the end of the activity your scores will be compared to those of an SSSC assessor.

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