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Alex Alderman

What Students See in Rubrics - 1 views

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    This article touches on some of the concerns about rubrics I often hear from faculty, especially that rubrics cause students to "write to the rubric". The author suggests making rubrics focused on generally beneficial writing habits. Another issue mentioned is the variance of rubrics between faculty, but that seems healthy given that writing assignments are also thinking assignments, and patterns of thinking may vary significantly from course to course.
Joe Murphy

AAC&U VALUE Rubrics - 1 views

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    Rubrics covering a variety of learning outcomes, including a number of skills we have discussed in relation to the Essentials project. These were created as part of the Association of American Colleges and Universities' project "Valid Assessment of Learning in Undergraduate Education."
Joe Murphy

Using a Participation Rubric: A Case for Fairness and Learning - 0 views

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    "What is the intended learning goal for participation?" And how do students know what "good" participation looks like? By sharing a clear, positive ideal for class participation in rubric form, you can help students learn the social skills you're encouraging with a "class participation" grade.
Joe Murphy

How to do Grading With Words: Weekly Writing Assignments and Descriptive Rubrics (Part 1) - 0 views

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    "After all of the time I spent convincing students that these assignments were no big thing, I was sending the opposite message since clearly my grading problem was a real big thing." T.L. Cowan talks about designing a rubric for "low-stakes" writing assignments which motivates students and preserves her expressive style.
Joe Murphy

Working Toward a Fair Assessment of Students' Reflective Writing - 1 views

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    "So the solution may be in having a well defined rubric but being able to apply it with discretion and sensitivity to individual learner differences." Rubrics seem to have garnered quite a bit of attention as a teaching and grading tool, and reflecting on their design and appropriate use seems important.
Joe Murphy

Using Google Documents for Grading - 0 views

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    An intriguing description of using Google Forms as a writing rubric (or more general marking guide). I like the goal of "reduc(ing) the amount of time that I have to spend on administrative grading-related tasks, so that I can really focus my attention on reading and responding to students' work." I can see how electronic rubrics could be a time-saver, and Google Forms are dead easy to set up.
Joe Murphy

Civic Engagement: Connect the Gifts and Needs of Students and the Community - 0 views

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    A group of faculty at the 2017 GLCA Rubrics for Liberal Arts Learning provide a framework for designing and assessing civic engagement projects.
Alex Alderman

Process Over Product: Allowing Student Researchers to Think for Themselves / - 0 views

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    From a refreshing series on "teaching fails", a composition instructor describes the difficulty in scaffolding a research assignment that both provides clarity about expectations and allows for fruitful exploration. Here, the use of pedagogical and technological innovations (rubrics and screencasting) did not succeed in getting students to engage with the process--but I do think that they gave the instructor some evidence to better understand what went wrong.
Joe Murphy

Using Your Syllabus as a Learning Resource - 1 views

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    The author uses a syllabus so detailed that it can function like a textbook, and offers specific tips on how she uses the syllabus every day. This is an intriguing way of making sure the syllabus is not just a contract read on the first day and referred to only when people break it. I was particularly taken with the approach Dr. Crossman uses to make students actually do the "recommended" reading.
Joe Murphy

Every Fall 2020 Syllabus Needs an "Or" Option: A Sample Assignment - 0 views

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    A fair number of faculty have told me that their remote teaching experience showed the benefits of a more flexible syllabus. Here's one example of how to give students options for a final paper/project, but the most important part may be the discussion of how Professor Katopodis generates these options with her students.
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