Christopher Brown

I tend to be extremely disciplined (coming from a Marine household). I have a timetable and I stick to it. I set aside certain times for activities like grading, but I also have slots set for extra sessions if needed. If they are not used up, I use that time for prep and catching up.

I know that not every project is one that all students enjoy so when I can, I try and allow for a lot of freedom in the projects. It tends to foster more creativity and interest. For instance, if they were to design a webpage, I would list the basic requirements for the page (how many pages, CSS rules, etc.) and then let them design a (school appropriate) site. 

Whether teaching or designing websites or other pursuits, I always keep in mind those with disabilities. I try to account for as many as I can especially in the art/design department and consideration for colorblind or partially visually impaired people. Making things accessible to EVERYONE is just about impossible, but making it as accessible as you can should be a goal in design.

I understand the need to allow for extra time for assessments, but it must be universal. In this asymchronous environment, I would allow for the same time for all students. If some students needed more time, then I would apply that same time to all involved. 

OK. Here is an honest question. I know that it may not be the popular one, but I have never shied away from them. What if you're teaching a trade that requires the use of a ladder and a student is in a wheelchair or has a terrifying and debilitating fear of heights? Should they be counseled out of the course? I have had students who literally said in class that they will get violent if they hear someone talk in a certain tone. Is someone like that ready for a course or employment that involves dealing with different people… >>>

I want people to be aware that not everyone who is having a difficulty is IMMEDIATELY supposed to be categorized as having a disability. Sometimes people struggle with certain portions, but it isn't always an indicator of a condition. It could be that they are not good at math and didn't expect so much math in a course or that they are having a tough day/week/month. Anyway, I just wanted to caution against blind diagnosis or assumptions.

They seem to be in place to eva;uate the effectiveness of the assessment tools. This way they can determine if the items being measured are really what are important to an assignment.

Having clear specifications on the rubric and reduce the number of confused students because you can tell them exactly what happened and why their grade is what it is. 

Issues when using rubrics can arise from them either not being developed correctly or not being explained correctly. If you can't look at it and see exactly what is expected, then it is ineffective and can cause more harm than good. I do have projects that are Pass/Fail (either it all works or it doesn't work) because that is more indicative of the real life application of the material, but I also use rubrics for evaluating projects where it can be broken down into clear parts.

Rubrics not only allow the students to know exactly how an assessment will be graded, but it can also provide them with a structure for completing a task.