[asflanet] [LCT] THIS WEEK 21/10 Roundtable!

From: "LCT Centre for Knowledge-Building" <dmarc-noreply@xxxxxxxxxxxxx> ("lct.centre")
To: "lct@xxxxxxxxxxxxxxxxxxxxx" <lct@xxxxxxxxxxxxxxxxxxxxx>
Date: Mon, 18 Oct 2021 03:02:30 +0000

[cid:image001.png@01D7C428.C9BC3650]
Next LCT Centre Online Roundtable: October 21th – **4 pm SYD**

Please note that Sydney went into Daylight Savings Time so there was a one hour
shift in the time zone! Use this tool
here<https://protect-au.mimecast.com/s/p_f0CZY1Nqi5KLWB4hz7Ks0?domain=timeanddate.com>
to figure out your time!

What assessment rubrics really say to students about practice
Lisa Ösֳterling (Stockholm University, Sweden) and Lee Rusznyak (University of
the Witwatersrand, South Africa)

An enduring concern of educators is how best to assess students’ competence in
practice. Rubrics attempt to standardise assessments and strive to make
criteria clear to both students and assessors. However, they can also send
unintended messages about what matters in practice. For example, when the
competence of students’ practice is rated against descriptors like ‘good’,
‘very good’ and ‘excellent’, the grounds for distinguishing between levels of
achievement may seem arbitrary. When rubrics use checklists, practice-based
activities may appear as disconnected tasks. While these design features may
make rubrics user-friendly for assessors, these sorts of unintended messages
may not help students understand the logics of their developing practices.

In this interactive Roundtable, we analyse rubrics from five countries that
assess teacher trainees during work-based learning. Using the Specialization
dimension of LCT, we demonstrate how the rubrics convey various messages about
the nature of teaching, teacher’s work, and the desired qualities of teachers.
While some messages about what matters are similar across the rubrics, other
messages differ substantially. These divergences reflect differences in
contextual priorities and wider debates in the field. Some create vastly
different expectations of teachers’ work, such as whether teachers should act
as obedient civil servants or agents of transformation in education.

As practice-bases rubrics are used repeatedly over time, in different settings
and in high-stakes evaluations, we argue that they play a significant role in
shaping students as knowers. The analysis presented in this Roundtable offers
an approach for interrogating the legitimacy of messages conveyed by rubrics,
and evaluating how these messages potentially support or constrain student
learning in practice.

Date:  Thursday, 21 October 2021

Time: 4:00 pm – 5:30 pm SYDNEY TIME  (Figure out your local time
here<https://protect-au.mimecast.com/s/aO5MCVARKgCxDr0q9cGtRcR?domain=timeanddate.com>)
Venue: ONLINE ZOOM
Link: https://uni-sydney.zoom.us/j/87950018391
Password: lctcor2021
Meeting ID: 879 5001 8391

Please use your name or you won’t be allowed in.
If more than 30 minutes late, email:
LCT.Centre@xxxxxxxxxxxxx<mailto:LCT.Centre@xxxxxxxxxxxxx> .

Put these dates in your diary

Date
Time
Thursday 21 Oct
4pm     Sydney time
Thursday 4 Nov
7pm     Sydney time

LCT Centre for Knowledge-Building
Twitter
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| Email
LCT.centre@xxxxxxxxxxxxx<https://webmail.sydney.edu.au/owa/redir.aspx?C=V30MXLoihqPdySB4OS9avLNvdW-5xeq-err_6S9ewvtjA3LhytbTCA..&URL=mailto%3alct.centre%40sydney.edu.au>
Website www.legitimationcodetheory.com<http://www.legitimationcodetheory.com/>

[asflanet] [LCT] *THIS WEEK* 21/10 Roundtable!

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[asflanet] [LCT] THIS WEEK 21/10 Roundtable!