Reflections about Task on Marking Matrix
Reflections are purposeful only when you pay attention to it- Kayalvizhi Jayavel
This task was the toughest, in my opinion, throughout this unit. The reason being it molded me to be more empathetic than before and also channeled me to realize how difficult and painful it would be for the students throughout the learning process. I tried to create a marking matrix for one of my units for the undergraduate course and would like to reflect on my observations throughout the process and try to communicate them to the reader. As it is an undergraduate Level 4 unit, “Data Representation and Visualization,” it had five assessment criteria to be mapped from, namely inquiry, knowledge, process, communication, and realization, to the learning outcomes, which are as follows:
LO1: Evidencing a reflective engagement with a diverse range of groups and communities (Inquiry)
LO2: Using a range of visualization techniques to reveal aspects of and perspectives on data of different types (Process)
LO3: Critically considering the way visualizations privilege information in different ways and encourage different forms of interpretation (Communication)
Having these details, I attempted to create the Marking Matrix (A and C grades only) with the support of the learnings I acquired from the article “Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation” by Addison (Addison, 2014). Few points I considered to formulate Table 1 based on the reading are:
- Lessening teacher idiosyncrasies
- Encouraging deep approaches to learning and ownership
- Ensuring students learn by doing
- Ensuring purposiveness, among others.
| Learning Outcomes | A (Excellent evidence) | C (Good Evidence) | |
| LO1 | Also had disable learning centred elements as part of the project | Had all elements except disable friendly elements | |
| LO2 | At least one Visual plots per data type | Had visual plots but not for all data types | |
| LO3 | Dynamic interactive elements present as part of the plot | Static elements present as part of the plot |
Though this was not provided to students this block, but I evaluated this during a casual discussion with my students, they said they liked these kinds of specific checklists and wanted it to be developed for all grades and all units. Though this task could have been attempted for other Grade levels, the time and word count restrictions were reasons why that is a not attempted, but will take this up in near future
References:
Addison, N. (2014). Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation. International Journal of Art & Design Education, 33(3), 313–325.
Powell, J. (2011) Outcome assessment: conceptual and other problems, AAUP Journal of Academic Freedom, Vol. 22, No. 2 [Online], 17 March 2024. https://www.aaup.org/sites/default/files/Powell.pdf