Online Student Perspective of Rubrics in Higher Education
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Transcript of Online Student Perspective of Rubrics in Higher Education
![Page 1: Online Student Perspective of Rubrics in Higher Education](https://reader031.fdocuments.in/reader031/viewer/2022022411/58eca9751a28ab98108b456f/html5/thumbnails/1.jpg)
The light’s green! Time to
head out on Rubric
Avenue!
BY
KEVIN KUZNIA DBA,
BILL DAVIS, AND
DIANE HAMILTON, PHD
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Meet Your Presenters 2
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Overview
Purpose of Rubrics
Design and Implementation
Use by Instructors
Student Perception
Potential Use of Rubrics
Enhanced Interaction and Learning
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Purpose of Rubrics
History of the Word
Types of Performance
Holistic vs. Analytic
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Use by Instructors
Variety of Uses
Standardized/Boilerplate
Validity and Reliability
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Student Perception
Research Focus
End-of-Course Survey
Gather Input Sooner
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Potential Use of Rubrics
Participation
Effort
Homework
Projects
Behavior
Adapting to New Classes
Detailed Responses
Listening
Use of Out of Class Time
Time Management
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Enhanced Interaction and Learning
End Goal
Clear Not Vague
Examples
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9
Applying the Rubric
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Design and Implementation
Variety of Designs
Direction for Improvement
Detailed Feedback
End-of-Course Feedback
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APPLY THE RUBRIC
11Critical Thinking
Skills/Original Thoughts
Student applies relevant, professional, personal, or other real-world
experiences in a manner that is rich in thought and provides valuable
insight into the topic.
Distinguished
Content/Subject
Knowledge
Student thoroughly addresses all elements of the discussion prompt,
and demonstrates an advanced knowledge of the topic. Student
makes strong and precise connections to previous and/or current
course content, or to real-life situations, in initial post.
Distinguished
Participation
Student responds with thorough and constructive analysis to the
required number of peers, relating the response to relevant course
concepts. Student may pose pertinent follow-up thoughts or
questions about the topic, and demonstrates respect for the diverse
opinions of fellow learners. Student properly cites resources (if
applicable), per instructor expectations.
Distinguished
Coherence &
Organization
Student effectively communicates a central idea or point that is
weaved throughout the entirety of the post, in a coherent and
logical manner. Post is easy to understand.
Distinguished
Mechanics
Initial post contains very few, if any, minor errors related to grammar,
spelling, and sentence structure. Post is easy to read and understand.
Student properly cites resources (if applicable), per instructor
expectations.
Distinguished
Total4/4
Percentage100%
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Conclusion
Perspective
Questions to Ask
Who To Ask
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Questions
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References
Atkinson, D. & Lim, S., (2013). Improving assessment processes in Higher Education: Student and teacher
perceptions of the effectiveness of a rubric embedded in a LMS, Australian Journal of Educational
Technology, 29(5), 651-666.
Brookhart, S. (2013). How to Create and Use Rubrics, Association for Supervision & Curriculum Development.
Reddy, Y.M. & Andrade, H., (2010). A review of rubric use in higher education. Assessment and Evaluation in
Higher Education, 35(4), 435-438.
Skelton, J., Rogers, C., Ellis, L., & Lyles, A., (2014). Rubrics and Evaluations. i-manager’s Journal on School
Educational Technology,9(4), 7-13.
Teachnology (n.d.) Ten Uses for Rubrics. Retrieved from http://www.teach-
nology.com/web_tools/rubrics/10rubricuses.html
Weimer, M. (2013). Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retreived from
http://www.facultyfocus.com/articles/teaching-and-learning/should-you-be-using-rubrics/
Woods, D., (2013). Applying the Quality Matters (QM)™ Rubric to improve online business course materials,
Research in Higher Education Journal, 1-10.