Webinar on Assessment and Evaluation of Learning Outcomes Using Performance Indicators and Hybrid Rubrics.

Generally, most educational programs employ manual quality systems that do not use well-grounded outcome-based frameworks for developing learning outcomes, performance indicators, and rubrics.  Quality standards primarily focus on the fulfillment of minimal accreditation, requirements thereby producing a relatively small set of learning outcomes, with generic performance indicators, and associated rubrics, that are broad in application, and are usually developed with macro functionality at the program or course level. Typically higher education specializations teach students several hundred specific activities throughout the course of their curriculum deliveries targeting coverage of all three bloom’s learning domains and their learning levels. Consequently, their generic rubrics also present difficulty in characterizing these specific student learning activities and create issues for inter or intra-rater reliability. Additionally, the onset of the COVID19 pandemic has ushered in a challenging digital revolution in education delivery demanding the implementation of hybrid learning models substantiating the search for a sophisticated outcome-based digital integrated quality management system that seamlessly integrates and aligns instruction, curriculum delivery, assessment, feedback, and improvement. This webinar focuses on essential principles of authentic OBE theory for developing learning outcomes, generic and specific performance indicators, and their hybrid rubrics for measuring specific skills classified per Bloom’s 3 learning domains and levels. The key perspective that incorporates digitization of the assessment, evaluation, and improvement process would be adequately covered. Participants will benefit from actual examples application of outcomes and performance indicators to the development of rubrics and valid and reliable assessments that are accurately aligned with teaching and learning activities.

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