I’m excited to share this teaching module with everyone later in February. Here is the preparation I’ve completed for the module:

I. Student Learning Outcomes

At the completion of this module, students will:

  • Define the term “rubric”
  • Identify the 3 components of a rubric
  • Evaluate the authenticity of a rubric
  • Determine the value of using a rubric for course assignments

II. Content Description – ALL ABOUT RUBRICS

  • Provide examples of student excuses for not completing an assignment or not achieving the grade desired on an assignment
  • Discuss Rubrics and how they can help instructors in the classroom or an online course.
  • Explain definition of a Rubric – Rubrics are great for authentic assessment of real world tasks like writing reports, making presentations, designing experiments, demonstrating a professional skill, or solving problems.
  1. Show what a RUBRIC looks like (GRAPHIC)
  2. A rubric is a matrix.
  3. The left side of a rubric matrix lists criteriafor the expected performance.
  4. Across the top is the rating scale(which can be words or a points range) which provides values to determine the quality of performance for each criterion.
  5. Indicators are written inside each box of the matrix, providing examples for each level of performance.
  • Examine how and why a Rubric works using the word “RUBRIC” as an acronym

R – is for Rules

  • Rubrics set the RULES for students:
    • What should students learn from the task?
    • How can students demonstrate that they have learned?
    • What knowledge, skills, and behaviors are required for the task?
    • What steps are required for the task?
    • How should the final product look or sound?

U – is for Understanding

  • Rubrics help students understand your assignment.
    • Authentic assessment measures how well students use knowledge and skills in a real context or for an authentic task like a report or presentation.
    • Authentic assessment focuses on the ability of the student to apply learning, not to memorize information or take tests.

B – is for Baseline

  • Rubrics set a baseline for students.
    • Is your student ok with making a B? A rubric sets out that measurable, observable criteria.
    • Does your student want to achieve an A? A rubric gives those students the essential elements of that learning task, phrased in precise, unambiguous language.

R – the second R – is for Responsibility

  • Rubrics are wonderful because they put the responsibility back on the students.
    • Students are aware of your expectations
    • Students are aware of the “quality” you expect
    • And you’ve communicated to students how they will be evaluated.

I – is for Integrity                  

  • When well-designed and well-thought-out rubrics are used, you can stand behind the integrity of your grading system.
    • To that end, your rubric should yield consistent results when used repeatedly under the same conditions.
    • Try this out with a TA or several other instructors in your department. When two different graders use the same RUBRIC to grade the same assignment, they’ll give similar scores. This is one way, but not the only way, you can EVALUATE the authenticity of rubric.

C – is for Communication

  • Finally, Rubrics are a great way to communicate expectations with students.
    • Rubrics show that you, as an instructor, care enough about the assignment and student success to develop and share the most important and essential elements of the learning task.

Teaching Wrap up

III. Instructional Strategy

For my instructional strategies, I intend to begin the video presentation with a sentence or two introducing the topic. I will follow that with asking the audience a question. Next, I will use humor in the classroom and include examples of typical, but humorous student excuses (with a few student actors) for not completing assignments or not completing those projects or papers satisfactorily. In addition, I will use a visual aid to depict a small portion of a rubric to identify the different sections and content. I will introduce an acronym that instructors can use to help them remember why rubrics are so effective – when created and used correctly. The last portion of the instruction will incorporate technology and active learning to work through the brief lesson.

 

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