Student buy-in for Rubric Grading
After several instances of "I don't get the rubric..." I pulled some old student work (de-dentified of course) and posted the three papers in the online course. Here is an example of a report that received an A, a B, and a C - see if you can identify each, and comment for each what led you to that decision.
It really helped to open their eyes as to how difficult it is to be objective in the grading process. After this intro, we worked on a "class rubric" for discussion boards what do you need to do to get an A, B, or C. Since they were contributing to the creation of it, I saw a lot of the grumbling about the grading drop. I think it is about making assessment more transparent?
Troy,
I agree. Using those papers along with the rubric helps students determine your expectations of them.
Dr. Kelly Wilkinson
I think using the sample three papers with varying grades is an excellent idea! This is perfect for students who might not know where to begin on an assignment. It also sets instructor expectations at the beginning, so that unsure students aren't left wondering if the content on a first week's assignment is sufficient. It can also stimulate students to ask questions prior to course work submission if there are any.
Loretta,
You are right. Students need examples of both good and bad. You need to make clear the trouble spots in a paper.
Dr. Kelly Wilkinson
I share your thoughts about allowing students to see the criteria/expectations for their assignment through tangible examples. When you can explain the expectations for an assignment, then support your expectations with tangible examples that students can use to prepare their assignments, this allows students to determine the assignment's format. Tangible examples are significant sources for students. These sources allow the students to parallel the assignment's criteria to the instructor's expectations.
I think this is a great idea Patricia! Getting them involved in the critique seems like it would be very helpful! It would allow them to better understand what it takes to receive an A, and why. Keeping them directly involved like that sounds like it would definitely have a positive outcome. I am going to try this with one of my classes.
Margaret,
To be frank, I don't think you can EVER take all of the subjectivity out of grading particularly when it comes to writing. With that being said, if a professor is using a rubric but not assigning grades based on the rubric, that can be a problem. The rubric should limit the swings in grades regarding certain skills if used correctly and consistently.
Dr. Kelly Wilkinson
I have learned from the many forum comments! Thanks!
However, I have also learned that students tend to measure instructors grading methodologies. For example if a prior professor interpreted rubric in a manner that allowed student to achieve much higher grade, the expectation remains throughout course curricula when new professor grades or perceives student's work to be a lower grade based on rubric. Based on my experience, writing assignments at doctorate level tend to include some subjectivity regardless of the rubric concept.
Sarah,
Great comment. I too remind students that what is outlined on the rubric is the MINIMUM! To have an A or a B you must go beyond that!
Dr. Kelly Wilkinson
I like the idea of using old papers to give specific examples. :)
One thing I have talked about a lot with rubrics is that the best papers will go beyond the requirements. This discussion has been more useful for students when I have given them some different examples of what might include going beyond the requirements. Not to give them a separate, unwritten check list but to give examples to help students start thinking in that direction.
-Sarah
Fred,
You are correct! You have to be specific to determine the grading. A too general rubrics helps no one!
Dr. Kelly Wilkinson
The problem with some rubrics are that they are tooooooooo general. Rubrics need to be specific to the assignment.
Natalie,
You are correct. I also find that students assume that if they just meet the criteria that it is an "A". We have discussions that average or barely meeting the requirement is not "A" or "B" work. Also, trying may not make it either.
Dr. Kelly Wilkinson
I really like the idea of examples of A, B, and C work. I have the same issue with students not fully grasping the rubric, or not referencing it all when completing their papers. It is important that they understand that the rubric is explaining what is required to earn full credit, but they also need to know what that looks like.
Catherine,
You are right about being specific about rubrics. I also think when we are specific it protects us against grade inflation.
Dr. Kelly Wilkinson
This is an excellent idea. I think it is important to begin with very clear and specific rubrics. Many rubrics are generic and not specific to each assignment. Specific rubrics allow the student to better understand the assignment requirements and helps instructors access their work more consistently.
Catherine
Sabrina,
I agree with you. If you as an instructor are using the rubric, you have to grade with it and keep students to the expectations. That will help students buy into the rubric. If the instructor doesn't use it why should the students.
Dr. Kelly Wilkinson
How do our students feel about this type of feedback?
"I have often wondered about the weight given to different aspects of our assignments over the course of my entire tenure with AIU. It was nice to be able to see it in black and white, before grading. I would honestly like to see all of the instructors incorporate this information into communications with the students. I think it helps in deciphering what the key points to the assignments actually are. "
" The new components help you to gauge where you stand and what areas you need to work on. The assignments are broken down in a way that helps you to focus on your weak areas."
" They were helpful to see where the student excelled in the assignment as oppose to an overall score. Minimal feedback does not provide the student with the knowledge of what needs to be worked on."
"I have never received such detailed feedback from any Instructor while at AIU. Please don't get me wrong, I've received meaningful, solid feedback... however, nothing the likes of what you've provided! Thanks for the detailed feedback!"
Carolyne,
It is confusing why students don't follow the rubric. It is also interesting that students have what I call the "try" mentality. They understand they cannot get full credit but they should get points for just trying. This is not as successful in higher ed or the workplace. Great post.
Dr. Kelly Wilkinson
Patricia,
I agree with your method. I have given examples of different types of work. IF also remind students that c = average. I think that is a point that students miss often.
Dr. Kelly Wilkinson
