Creating Rubrics (very helpful!)
Rubric for Collaboration (pdf)
Developing Self-Assessment Rubric (developed by participant in Google Docs)
How Rubrics Provide Feedback (blog post)
“How Are You Going to Grade This? Evaluating Class Blogs” (ProfHacker Chronicle, Julie Meloni & Jeff McClurken)
Pedagogy and the Class Blog (Mark Sample, Sample Reality)
Assessment must be rooted in learning objectives. The medium is in one sense incidental. Consider and scale competencies so that technical “try” does not overwhelm Find ways to assess with criteria that accommodate a breadth of media (traditional as well as electronic).
Build in assessment as you design assignment. Be cognizant of meeting the institution’s expectations, the students’ expectations, and not least of all your own expectations.
Consider when and how (and how frequently) you speak to assessment with students:
(1) At initial assignment presentationÂ (if multi-component or scaffolded assignment) at the beginning of each component
(2) Just before assignment is submitted
(3) As assignment is returned:Â Section/Class overview (observations about trends you have noticed across submissions; individual student feedback (if using a specific rubric, find ways to further personalize observations without making the process untenable for you)
(4) At end of course, to reinforce assignment assessment as it relates to course objectives and expectations
Pay attention to the distinction between what is expected of students (by the institution, by you) and what the student wil achieve in course terms by successfully engaging with the work. This should be foregrounded in “[the institution]”, “I”, “you”.
If you’re handed a rubric that you have to satisfy, explicitly and implicitly, find ways to test that rubric so that it provides ample room for you to engage critically with the work that you are assigning and that is being submitted.
Be as expansive and inclusive as possible when considering forms that assignments may take: if a student or group wants to explore a particular form of expression through a medium that is not incorporated into a predefined list, consider how that form fits against the assignment objectives and how you will be able to assess it effectively and efficiently.
So you want to work a hub-and-spoke blog with your students? Kathryn Crowther shows you how:
Katy says: “I have employed blogs in my composition classes for the past 3 years with varying degrees of success. I originally began using blogs as a more dynamic space for keeping a weekly writing journal but quickly found that it was also useful as a space for pre-writing exercises such as free-writing, clustering, outlining, and drafting. After experimenting with different models, I settled on the â€œhub-and-spokeâ€ style of blogging in which each student keeps a personal blog, but they are all connected to a central class blog that I run. At the beginning of the semester, I help the students set up their own WordPress blogs (these can be hosted independently at WordPress.com or hosted on a school server) and I introduce the assignment, explaining that they are required to keep the blog all semester and write a minimum of one substantial (xxx words) post per week on a topic related to class. However, I stress that they are encouraged to blog much more than that, to blog about other things loosely related to our course (though I discourage â€œdiaryâ€ type blogging) or to link to relevant media content. I also encourage them to personalize their blogs, to choose a new template and to add links, pictures, videos, and other media to make the blog space individual and multi-modal. Typically, about 75% of the class follow these recommendations, while 25% do the minimum weekly post and do not personalize their blog. All students are put into â€œblog groupsâ€ with four or five of their classmates and are responsible for reading and commenting on their group membersâ€™ posts weekly. The individual blogs form the spokes and I run a central â€œhubâ€ blog that works to connect them. As I often teach multiple sections of the same course, it is useful to create one hub and then have all the different sections link from that hub; that way, the students in the different sections can communicate with each other and share in conversatons that stretch outside of their class and into others. On my central blog I do my own blogging as a way to model good writing, and I also pull exemplary content to the front page in a weekly â€œblog post of the weekâ€ â€“ again, this serves to model good writing and to bring interesting or provocative topics to the forefront.”
Then shows you how she’s employed it:
As Process: “Blogging as Process in the Composition Classroom.” TECHStyle. September 17, 2011.
As Assessment: Putting Students to Work: Guest Hosting a “Best Blog” Round-up.” TECHStyle. November 12, 2011.
Links to discreet sections of Diane Jakacki and Tom Lolis’s #DigitalBard “Twisted Titus” multimodal group project (Please note that the full course wiki is protected by FERPA):
Links to assessments and rubrics shown in class:
Georgia Tech “WOVEN” Competencies table – Writing, Oral, Visual, Electronic, Nonverbal
Image courtesy of Andy Ralph