Search Results for “rubric”

This strategy highlights the benefits of using a Complete/Incomplete, single-criteria rubric for online discussions to increase student success and reduce instructor grading.

Educators are encouraged to provide informative feedback to students as a way of pointing out errors in hopes that students will take action to adapt their mental models and identify gaps in learning or misunderstanding. When students are receptive of this feedback, it becomes one of the most powerful influences on learning and achievement (Walsh…

While traditional rubrics can more clearly convey to the student how they will be assessed,  there are some limitations to this approach. One limitation is that students may passively rely on the rubric for a checklist on how to complete the assignment, without infusing their own creativity or originality.  Even if very detailed, a standalone…

Research shows that students perform better when the rubric provided by an instructor is deconstructed for them (Jones 2017). This allows the students to see not only how they are going to be graded, but why they are going to be graded that way. The ideas for the evaluation categories on the rubric came from…

While faculty might hope that students can “just discuss” a topic online with little or no support, Beckett, Amaro‐Jiménez, and Beckett (2010) found that “even doctoral students may need explicit grading instructions, and therefore provide rubrics and sample responses while not stifling creativity” (p. 331). Rubrics provide clear expectations for students regarding how an activity…

This strategy demonstrates the student learning experience value-add by replacing some of the traditional assignments with online asynchronous discussion boards in the face-to-face classroom.

Peer review of assignments encourages social cohesion among students, promotes a better understanding of course material, and develops soft skills. In the most recent National Association of Colleges and Employers (NACE) report, employers are most commonly seeking recent graduates who demonstrate the ability to problem solve and who effectively work on a team (Gray, 2024). Peer review assignments can help students practice these skills. Teaching students to provide quality feedback on peer assignments also allows instructors more direct student engagement opportunities since grading time is reduced (Hattie, 2022). This technique can be adopted for courses in any discipline and provides excellent practice for students to apply their knowledge of core concepts.

This entry demonstrates application of the Universal Design for Learning (UDL) Framework combined with Transparent Assignment Design (TAD) to develop more inclusive assessments. The artifact is an asynchronous online sociology class on gender and sexuality. An assessment that was previously a written paper was revised using UDL and TAD to provide flexible demonstration of learning through a multimedia asynchronous discussion using VoiceThread.

A course shell is a modifiable template with consistent structure and navigation, used as a starting point when creating a course in an LMS, and is developed by instructional design experts.

Online discussion forums provide students an opportunity to engage with one another and with their instructors on topics relevant to the course. They can be effective in creating community and can reassure students that their contributions to the class are of value. Additionally, they provide a space in which students can be experts, sharing their…