Posts Tagged ‘rubrics’
April 8 - Standards and Pedagogies of Student Engagement
By: Maryellen Weimer, PhD in Teaching Professor Blog
A colleague raised a very interesting point in response to the February 17 post on evidence-based teaching. That entry explored some of the reasons instructional practice is not better informed by research findings.
April 7 - Cultural Sensitivity Needed in Online Discussion Rubric Language
By: Debra Ferdinand, PhD in Asynchronous Learning and Trends, Educational Assessment
International student and online course enrollments had noted increases for 2010 at U.S. tertiary institutions (Institute of International Education, 2010 & Sloan-C, 2010). These enrollment data remind us that U.S. campuses are continually becoming more culturally and internationally diverse in their student populations. However, this diversity may not always be apparent in the increasing numbers of students taking online courses as the instructor-student interaction is not face-to-face as in seated classes. The latter interaction allows for more awareness of students’ cultural differences and any immediate adjustment in verbal and non-verbal communication as the need arises.
November 30 - Rubrics: The Essentials
By: Maryellen Weimer, PhD in Educational Assessment, Teaching Professor Blog
“Teaching with Rubrics: The Good, The Bad and The Ugly.” What a great title and the article is equally as good. For a quick review, rubrics, as this author points out, are most simply lists of criteria and levels of quality. (p. 27) What makes them good, bad, and ugly? Here’s a list condensed from
June 18 - Self-Assessment Does Not Necessarily Mean Self-Grading
By: Maryellen Weimer, PhD in Educational Assessment
Most faculty judiciously avoid having students self-assess because it seems hopelessly naïve to imagine them being able to look at anything beyond the desired grade. Even so, the ability to self-assess skills and completed work is important. Moreover, it is an ability acquired with practice and developed with feedback. It seems like the kind of skill that should be addressed in college. And perhaps there is a way.
June 1 - Teach More Effectively with Customizing Learning Experiences
By: Mary Bart in Online Seminars
Customized course content can actually reduce faculty workload, while creating a rich learning experience and better learning outcomes for students. This seminar presents a model for personalizing online coursework without overtaxing faculty.
March 9 - Pros and Cons of Rubrics
By: Maryellen Weimer, PhD in Educational Assessment, Teaching Professor Blog
I had dinner with a group of faculty recently during which we had a prolonged and intense discussion of rubrics—I know, only college teachers could become impassioned about a topic like this. The debate centered on whether rubrics could capture all the aspects of an assignments or whether they constrained both instructors and students.
January 12 - Are Your Students Career-Ready? Create a Rubric to Find out
By: Sandra Allen, MA, MBA in Educational Assessment
Have you ever wondered if what you teach and how you teach it results in career-ready students? Have you ever wondered if your expectations for student learning outcomes match what the real world requires? In the Public Relations Studies program at Columbia College Chicago, we wondered, too. So, we set out to answer our own questions about the most basic skills professionals expect of entry-level candidates.
December 14 - How Wikis Streamline Student Collaboration Projects
By: Mary Bart in Asynchronous Learning and Trends
Utter the words “group project” and you’re likely to hear at least a few groans from your students. The reasons for their dislike of group work are many, but logistical difficulties of getting everyone together and lazy group members who don’t pull their own weight are two of the biggest complaints.
December 8 - Critical Pedagogy Brings New Teaching and Learning Challenges
By: Maryellen Weimer, PhD in Teaching and Learning
It’s not always easy to differentiate between critical pedagogy, active learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student engagement and proposes involvement via such strategies as collaborative and cooperative learning and problem-based learning. All recommend a move away from lecturing. Critical pedagogy is the most extreme of the
November 20 - Questioning Styles for More Effective Discussion Boards
By: Rob Kelly in Asynchronous Learning and Trends
Meaningful online discussions that promote learning and build community usually do not happen spontaneously. They require planning, good use of questioning techniques, and incentives for student participation.
