Table 11: [Potluck] Rubrics: To Increase Feedback and Decrease Time Grading

Abstract

**Participants are strongly encouraged to bring a few printed copies of a specific example activity, assignment oràstrategy they use in their classroom related to this topic to share.**
NOTE: You can still join a potluck even if you didnââ¬â¢t bring anything!
Welcome to ITL and this table! àJoin your fellow Mason instructors to informally discuss this table's topic. At the table, you will find desk copies of related resources (digital versions are available below), and an experienced Mason colleague who has experience and strategies related to this topic.ààNot sure what to talk about?ààHere are some conversation starters:

• Share a little about yourselves:à

  • Department

  • Years at Mason

  • Courses you are teaching

  • What excites you about teaching?

• What brought you to this table?

• What kinds of rubrics, grading guides, criteria checklists, or feedback systems have you used in your courses?

• When or where might you choose to use a more ââ¬Åanalyticââ¬Â rubric (X number of points per category add up to a grade) vs. a more ââ¬Åholisticââ¬Â rubric (evaluations or feedback reveal strengths in categories, but the grade is ââ¬Åmore than the sum of its parts)?

• When is a good time to share a rubric with students? In what àkinds of activities might students review or apply rubrics?

• Have you ever enlisted students in helping to create a rubric? What opportunities or challenges did you see?

• What are some challenges or limitations of using rubrics or checklists for feedback? How can you design a rubric for best success?

Have an example or resource to share?ààSubmit through this link and we'll upload it after the conference:àhttp://library.gmu.edu/publishing/submitàStill have questions?ààLeave a post it note on the table sign at the end of the Share-a-thon or email your questions toàstearns@gmu.eduàààADDITIONAL RESOURCES:àà
Stearns Center recommendations for further reading:

David Boud & Elizabeth Molloy (2013) Rethinking models of feedback for learning: the challenge of design, Assessment & Evaluation in Higher Education, 38:6, 698-712, DOI: 10.1080/02602938.2012.691462

To link to this article: http://dx.doi.org/10.1080/02602938.2012.691462à

à

David J. Nicol & Debra Macfarlaneââ¬ÂDick (2006) Formative assessment and selfââ¬Âregulated learning: a model and seven principles of good feedback practice, Studies in HigheràEducation, 31:2, 199-218, DOI: 10.1080/03075070600572090