The only time I would involve students in Rubric Development would be after they used the rubric I created. I would create a questionnaire and give this to them before they completed the assignment in order for them to be aware of the assignment outcomes. It would state the outcomes of the assignment and a place to indicate whether the rubric assessed these outcomes. Did the students think it was an accurate assessment? Allow room for comments.
George,
Yes, the comments we can provide to students helps make the feedback more meaningful. This meaningful feedback helps the students improve. Nice job.
I think that student comments and recommendation on rubrics is productive. I would do this early in the course starting with a discussion Board forum then a chat to put it all together. I agree that student performance would more likely make them understand the expectations and outcomes as well as how they are being evaluated and why.
Daron,
What's the TBLS portion of the course?
Thanks!
I think that I would involve the student in rubric when evaluating the discussion and TBLS portion of the class. I feel like that section is directly aimed to the student growth and success and they can be an active part of this decision.
Janis,
I thought I just answered this posting, but sometimes, my post doesn't "take." ;-) But, I think you may find by involving the students in developing the rubric will help them understand the steps to getting the right answer. Thanks!
Janis,
You may find that having the students design the rubric will help them think through the process. Maybe you could also have the students do something additional with the "right answer." Not sure that will work, but it's something to think about.
I teach math. Essentially, the answer should be correct! There should be little room for debate on that issue. However, all too often, students memorize the steps to punch the calculations into the calculator, and they get a correct answer. However, this could lead (and it does in a lot of cases) to the student not having a clue as to what they did, what the concepts mean, and why they punched the steps in the calculator. So much for the "right answer" and the one and only criteria of learning.
I am thinking that I could have students design a rubric for how the problems of a particular section will be graded. If they had to decide the type of learning that is required to understand the material, I think this will help the "mathphobics" understand that there is more to math than just punching in the numbers and operations into the calculator.
I teach math. Essentially, the answer should be correct! There should be little room for debate on that issue. However, all too often, students memorize the steps to punch the calculations into the calculator, and they get a correct answer. However, this could lead (and it does in a lot of cases) to the student not having a clue as to what they did, what the concepts mean, and why they punched the steps in the calculator. So much for the "right answer" and the one and only criteria of learning.
I am thinking that I could have students design a rubric for how the problems of a particular section will be graded. If they had to decide the type of learning that is required to understand the material, I think this will help the "mathphobics" understand that there is more to math than just punching in the numbers and operations into the calculator.
Janette,
Rubrics should always be given before or with the assigner to allow for questions and/or self- or peer-assessment. Thanks.
It would be useful to talk about the rubric when an assignment is given. I use rubrics for grading essay assignments.
After the question for the essay is understood, it's a logical next step to break it down into the component parts and use the rubric as a guide to discuss each of those elements.
Nathan,
Maybe you could engage the students in helping develop the rubrics and they may have good insights on how to assess creativity and the such. Thanks!
Sure.
Students can help assess the greatest need and outcomes of the assignment. They can help set the weight points for things like creativity, critical thinking, presentation..and other important but historically subjective areas (in design). By allowing them buy in and a voice the rubrics will have more impact and the students should have an even better experience.
Alan,
When students are involved in connecting the learning outcomes to the criteria, they can then see how to move forward toward those outcomes. Thanks!
The course suggests involving students at the beginning of the process. A general guide include criteria and levels which aim at the course outcome may be given to the students. They then can complete the criteria.
Melinda ,
Yes, they must be involved especially in the group assignments. How do you get them involved?
Thanks!
I see student involvement being useful when the assignment is a group or collaborative effort
Sabahudin,
Brainstorming with students is a good thing. When you involve students, they think more critically about the assignment/project, etc. Thanks for your input.
Dr. Tena B. Crews
In my on-site classes, I ask students what should an assignment measure. We brainstorm the ways learning would be demonstrated when it comes to that particular topic. In the online classes, this is not possible, but we do discuss the rubric and talk about the ways we could use the rubric to make sure that the work produced satisfies what the rubric asks for.
John,
Yes, with feedback we can revise many things included in the online course. However, rubrics are one of those things. Nice job.
