Table 11: [Potluck] Rubrics: To increase feedback and decrease time grading

Facilitator: Veronica Garrison-Joyner, Facilitator: Lourdes Fernandez, Facilitator: Darlene Smucny

Session Information

Year: 2017 | Time: 8:00-9:00am (Share-a-thon) | Location: Johnson Center (Dewberry Hall)

Abstract

**Participants are strongly encouraged to bring a few printed copies of a specific example activity, assignment or strategy they use in their classroom related to this topic to share.**
NOTE: You can still join a potluck even if you didn’t bring anything!
Join 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.
Not sure what to talk about?  Here are some conversation starters:
Have an example to share?  Submit through this link and we’ll upload it after the conference: http://library.gmu.edu/publishing/submit
Still have questions?  Leave a post it note on the table sign at the end of the Share-a-thon or email your questions to scenter@gmu.edu


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/10.1080/02602938.2012.691462 

 

David J. Nicol & Debra Macfarlane‐Dick (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218, DOI: 10.1080/03075070600572090

Keywords

feedback; rubrics; student writing; assessment; self-regulated learning

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