Assessment, Feedback and Rubrics
- An Introduction to the Power of Rubrics
Prof. Porto has been researching, using, and spreading the word about the value of rubrics since the summer of 2002. That year, she was invited to give a 1-day course on assessment in Sao Paulo, Brazil, at an international conference held by the Brazilian Distance Education Association. Preparing for that event, she found that much of the work by T.A. Angelo and K.P. Cross inspired her, and she adapted many of their assessment practices to the online environment.
- CATs in the Classroom: Classroom Assessment Techniques
Aside from formal assessment techniques, there are certain quick and easy methods for providing an immediate feedback about student learning. Such Classroom Assessment Techniques (CATs) are simple to conduct, formative in nature, and easily tailored to the concerns of the instructor.
- Assessment, Feedback and Rubrics
Assessment is about identifying what students should learn and then determining how well a student has learned. Assessments should grow out of the learning objectives that have been established for students.
- The Art of Feedback
Feedback, both that which is directly a part of the grading process as well as that which is preliminary to or supplemental to the grading process, is definitely more of an art than a science.
- Providing Student Feedback in Distance Education Courses
Feedback is an essential part of the process of learning, but nowhere is it more anxiously sought by students than in their distance education courses.
- Using Student Feedback to Improve Your Teaching
Self-review and continual improvement of one's teaching is an important factor in maintaining your enthusiasm for teaching and in your own professional growth as a faculty member.
- Audio Comments in the Online Classroom Pedagogically Sound, Ergonomically Necessary
When teaching a class online that involves significant writing, instructors face challenges in giving feedback to students. Many instructors use various editing features, such as Microsoft's TrackChanges, Comment, or other such tools to comment on papers. However, these tools present obstacles to both the instructor and the student.
- Information Literacy Skills Critical to Student Success: Developing Assessments to Promote Positive Student Outcomes
A life-long learner is an individual who can recognize when information is needed and has the ability to locate, evaluate, and use effectively the needed information. How do we, as teachers, help our students to become information-literate, life-long learners?
- Writing Wrongs: Observations for teachers of Adult Learners
Adult learners at the University of Maryland's University College come in at least four distinct varieties: (1) those who write well, (2) those who never became proficient in writing, (3) those who have been employed or in social environments for a decade or more where their previous writing skills have dwindled from lack of use, and (4) those who have an intense fear of the written word.
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