Assess disruption and reclamation with rubric levels of adaptability and automated disruption-reclamation profiles¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends assessing learners' responses to lost or compromised opportunities through rubrics describing levels of adaptability, from disengagement to transformative reclamation that improves upon the original task design. In AI-integrated environments, disruption events can be detected automatically and reclamation behaviors logged, generating developmental profiles used for formative feedback rather than summative grades. The vignette shows a student initiating a workaround within two minutes of a platform failure.

Design Implications¶

Context¶

Requirements¶

• Recording mechanisms such as teacher logs, learner narratives, revised drafts, or automated detection of disruption events

Constraints¶

• Profiles provide developmental indicators, not summative grades

Target Learners¶

• higher education language learners in online or technology-mediated settings

Target Learning Goals¶

• adaptability
• resilience
• self-regulated learning

Affordances¶

• Six Foci Affordance Assessment

Related Strategies¶

• Rubric Based Assessment
• Use a three-part process-understanding-product rubric for formative and summative maker assessment
• Adapt science-inquiry rubric categories from claim-evidence-reasoning to solution-support-reasoning for engineering activities

Examples¶

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Key Sources¶

• Quang Nhat Nguyen & Dung Thi Hue Doan. (2025). Affordance-based Approach to Language Assessment. Language Education & Assessment, 8(1). https://doi.org/10.29140/lea.v8n1.103000