Table 11: [Potluck] Rubrics: To Increase Feedback and Decrease Time Grading
Keywords:feedback, rubrics, student writing, assessment, self-regulated learning
Abstract**Participants are strongly encouraged to bring a few printed copies of a specific example activity, assignment orÃÂ strategy they use in their classroom related to this topic to share.**
NOTE: You can still join a potluck even if you didnÃ¢â¬â¢t bring anything!
Welcome to ITL and this table! ÃÂ 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.ÃÂ ÃÂ Not sure what to talk about?ÃÂ ÃÂ Here are some conversation starters:
Share a little about yourselves:ÃÂ
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 Ã¢â¬ÅanalyticÃ¢â¬Â rubric (X number of points per category add up to a grade) vs. a more Ã¢â¬ÅholisticÃ¢â¬Â rubric (evaluations or feedback reveal strengths in categories, but the grade is Ã¢â¬Åmore than the sum of its parts)?
When is a good time to share a rubric with students? In what ÃÂ kinds 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?
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/10.1080/02602938.2012.691462ÃÂ
David J. Nicol & Debra MacfarlaneÃ¢â¬ÂDick (2006) Formative assessment and selfÃ¢â¬Âregulated learning: a model and seven principles of good feedback practice, Studies in HigherÃÂ Education, 31:2, 199-218, DOI: 10.1080/03075070600572090