The value of peer learning is well known, especially for domains in which people will apply what they learn in collaborative settings, but it is challenging to design courses that effectively incorporate and support peer learning. When learners are co-pre
The Destination: Problem-Based Learning (DPBL) project at the Experiential Learning Center at Truckee Meadows Community College advocates for and supports problem-based learning in STEM classrooms nationally.
Steps in Rubric Development
1. Determine learning outcomes
2. Keep it short and simple (Include 4 - 15 items; use brief statements or phrases)
3. Each rubric item should focus on a different skill
4. Focus on how students develop and express
E-portfolios allow students to demonstrate competencies and reflect upon experiences, documenting academic preparation and career readiness. Creating e-portfolios enables students to enhance their learning by giving them a better understanding of their skills, as well as where and how they need to improve to meet academic and career goals. Additionally, the digital artifacts that students accumulate can be used to assess learning at the course, program, department, and institutional level. This report reviews how selected higher education institutions have implemented assessment e-portfolio systems that demonstrate and assess learning.