Yikes! Engaging students in writing rubrics and learning outcomes
Kathy Williams
Pearson - BLC VII 2010
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Is there a pattern of responses by course type?
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Ho w often do y o ur stu d ents d eve l op sc ori n g ru b r ic s ? ( m ark R in c or r esp o n d i n g bo x )
Ho w often do y o ur stu d ents d eve l op l e arn in g o u t c om e s ? ( ma r k O i n cor r es p o n di n g bo x )
In … Often Occas i o n ally R ar e ly Are y o u n uts? Ne v er
Int rod u ct ory co u rse s ? R O
L ab o r a t o ry c our s es? R O
Upp er Div i si o n c our s es? R O
“Ind e p e n d ent r e s e ar c h ” c o urse s ? R O
(One “R” and One “O” per course type)
What we hope for …
What’s the point?
What we hope for …
• Increase engagement• Empower students to be
responsible for their learning (metacognition)
UD Elective - “Coevolution”Course Design
• Overarching Course Goals/Objectives
• Objectives for each “module” or chapter, (e.g., Mimicry and Coevolution)
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UD Elective - “Coevolution”Course Design
Text Chapters
Text Chapter + 2 Journal Articles (Tues) (Thurs)
InstructorStudents (in permanent groups)
2005 2007 2008 2009 2010
Organization 10% 24% 15%
Introduction 10% 16% 15%
Main content 40% 40% 50% 40% 45%
Conclusions 20% 20% 30% 30% 25%
40% 40%
Students’ scales …
Rubric for Presentation (~ 15% of ttl pts)
I can live with all of these options!
My scale
Learning Objectives - of StudentsOrganization
Clearly state relevant issues or topicsPresent arguments and evidence in a logical sequence
Introduction
Select papers that are appropriate for the topic (coevolution)Give sufficient “set up” to put papers into context with chapter and topic of
coevolution
Main content of the presentation Restate questions, problems, or issues addressed by authorsDescribe methods that were presented, relevant to arguments made about
coevolutionProvide evidence and/or discuss arguments for or against coevolution in each
case, and explain whether it supported claimsExplain critical terms (those that were not easy to look up) Encourage class to challenge and discuss ideasEngage class in activities to help them better understand the topic
Conclusions regarding evolution & coevolution
Present conclusions and clearly discuss them. Discuss ideas, issues, and problems in the papers - in terms of text chapter
Also …
• Students provide learning objectives for their papers to rest of class.
• Students set expectations for other students!
The ChallengeThe Challenge
How many of you let your students write SLOs or rubrics?
Scaling up - to large and/or introductory
level courses
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