Searching for "rubric"

24
Apr
2018

Exemplary Course Program Rubric

categories: assessment, collaboration and creativity, distance learning, distributive learning, e-learning, evaluation, hybrid learning, instructional technology, online learning, pedagogy, student-centered learning, teaching

Exemplary Course Program Rubric

http://www.blackboard.com/resources/catalyst-awards
if problems with the link above, try this one:
/bb_exemplary_course_rubric_apr2017.pdf

Course Design

Course Design addresses elements of instructional design. For the purpose of this rubric, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies.

Interaction and Collaboration

Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.

Assessment

Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and instructors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course.

Learner Support

Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services.

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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching

more on rubrics in this IMS blog
https://blog.stcloudstate.edu/ims?s=rubric

23
Mar
2016

value rubrics

categories: announcement, rubrics

Connecting the Dots
Assessing Student Work Using the VALUE Rubrics
1:00 – 4:00
In this session, we will focus on assessing student work using the VALUE Rubrics.
Together, we will look at common work samples from students at different points in
their academic trajectory. We will identify evidence of critical thinking, quantitative
literacy, written communication, and civic engagement from those samples.
We will then connect that evidence to the appropriate domains and levels on
the VALUE rubrics. And we will consider the implications of what we learn for
our own practice in the classroom.

my notes

viewer people than i expected.

group work, our group was charged with connecting the dots: assessing student work using the value rubrics

written communication value rubric

 

21
Mar
2016

rubrics and grade appeals

categories: instructional technology, rubrics, teaching

Using Rubrics as a Defense Against Grade Appeals

, March 21st, 2016

Rubrics provide the criteria for assessing students’ work. Giving students the rubric along with the assignment can clarify the instructor’s expectations. A rubric allows for much quicker, fairer, and more transparent grading. After an instructor grades 30 essays, fairness can become secondary to exhaustion. Following the rubric takes less time, and doing so allows grading the first essay to look exactly like grading the last essay. Students will be less likely to say, for example, “She got a 3 on this section, and I got a 2 for almost the same content.”

more on rubrics in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

16
Feb
2016

rubrics variety

categories: Desire2Learn (D2L), evaluation, teaching, technology literacy

Rubrics: An Undervalued Teaching Tool

February 15th, 2016

http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

Here are five different ways to apply the same rubric in your classroom.

1. A Rubric for Thinking (Invention Activity)

2. A Rubric for Peer Feedback (Drafting Activity)

3. A Rubric for Teacher Feedback (Revision Activity)

4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)

5. A Rubric for Making Grades Visible (Student Investment in Grading)

How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.

For more detailed information, go to the full version of the article: http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

More on rubrics in this blog

https://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

 

Luther Rotto

For what it’s worth, here’s something I used ‘long ago’ on rubrics:
http://web.stcloudstate.edu/LRotto/im4-522/assignments/rubrics.htm

Links to information about rubrics:

Creating Rubrics
The folks at TeacherVision.com weigh in on rubrics.
http://www.teachervision.com/lesson-plans/lesson-4521.html
How to create a Rubric
The Chicago Public Schools page on writing rubrics from scratch
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html
The Rubric Bank
The Chicago Schools again with a list of rubrics for various subject areas
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html
Rubrics Resources – Westfield (MA) Public Schools
A links page to many other sources about using rubrics to improve instruction.
http://www.k12.westfield.ma.us:591/technology/pdev/rubric_resources.htm
Kathy Schrock’s Guide for Educators – Assessment Rubrics
Kathy Schrock’s links listing for rubrics – examples and about them
http://school.discovery.com/schrockguide/assess.html
Rubric How-To’s – MidLink’s Teacher Resource Room
Caroline McCullen’s (a multimedia teacher) page about rubrics with links to other sources on the topic
http://www.ncsu.edu/midlink/rubrics/
Rubrics by Bernie Dodge
The Master details how rubrics and WebQuests dovetail nicely.
http://webquest.sdsu.edu/rubrics/weblessons.htm
RubiStar site
An example of a web-based tool that can generate rubrics at the click of a button.
http://rubistar.4teachers.org/index.shtml
TeAch-nology.com’s Teacher Rubric Makers
Yet another example of a web-based tool that promises to generate rubrics.
http://www.teach-nology.com/web_tools/rubrics

14
Oct
2015

rubrics as assessment of the future

categories: assessment, learning

Could Rubric-Based Grading Be the Assessment of the Future?

http://ww2.kqed.org/mindshift/2015/10/14/could-rubric-based-grading-be-the-assessment-of-the-future/

I use rubrics and see the positive sides as well as appreciate the structure they bring in assessment. But this article makes me see also the danger of rubrics being applied as a harness, another debacle no different from NCLB and testings scores, which plague this nation’s education in the last two decades. The same “standardizing” as in Quality Matter, which can bring some clarity and structure, but also can stifle any creativity, which steers “out of the norm.” A walk on such path opens the door to another educational assembly line, where adjunct and hourly for-hire instructors will teach pre-done content and assess with the rubrics in a fast-food manner.

a consortium of 59 universities and community colleges in nine states is working to develop a rubric-based assessment system that would allow them to measure these crucial skills within ongoing coursework that students produce.

written communication, critical thinking and quantitative literacy. The faculty worked together to write rubrics (called Valid Assessment of Learning in Undergraduate Education or VALUE rubrics) that laid out what a progression of these skills looks like.

“These rubrics are designed to be cross-disciplinary,” explained Bonnie Orcutt

Parents and teachers are pushing back against blunt assessment instruments like standardized tests, and are looking for a way to hold schools accountable that doesn’t mean taking time away from class work.

 

13
Oct
2014

Standards, Assessments and Rubrics

categories: evaluation, learning, student-centered learning, teaching

Standards, Assessments and Rubrics

http://gazette.teachers.net/gazette/wordpress/hal-portner/standards-assessments-rubrics/

Standards

Communicating Students convey information, describe process, and express ideas in accurate, engaging, and understandable ways.

Researching Students identify and access a variety of resources through which they retrieve and organize data they have determined to be authentic and potentially relevant to their task.

Thinking Critically Students use structured methods to weigh the relevance and impact of their decisions and actions against desired outcomes and adjust accordingly.

Thinking Creatively Students comprehend and employ principles of creative and productive problem solving to understand and mitigate real-world problems.
Keep in mind, however, that standards don’t prepare students for anything. They are a framework of expectations and educational objectives. Without the organization and processes to achieve them, they are worthless.

Student Assessment

Significance An instructionally useful assessment measures students’ attainment of a worthwhile curricular aim—for instance, a high-level cognitive skill or a substantial body of important knowledge.

Teachability An instructionally useful assessment measures something teachable. Teachability means that most teachers, if they deliver reasonably effective instruction aimed at the assessment’s targets, can get most of their students to master what the test measures.

Describability A useful assessment provides or is directly based on sufficiently clear descriptions of the skills and knowledge it measures so that teachers can design properly focused instructional activities.

Reportability An instructionally useful assessment yields results at a specific enough level to inform teachers about the effectiveness of the instruction they provide.

Nonintrusiveness In clear recognition that testing time takes away from teaching time, an instructionally useful assessment shouldn’t take too long to administer—it should not intrude excessively on instructional activities.

Performance Assessment

Rubrics

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