Online Student Perspective of Rubrics in Higher Education

The light’s green! Time to

head out on Rubric

Avenue!

BY

KEVIN KUZNIA DBA,

BILL DAVIS, AND

DIANE HAMILTON, PHD

Meet Your Presenters 2

Overview

Purpose of Rubrics

Design and Implementation

Use by Instructors

Student Perception

Potential Use of Rubrics

Enhanced Interaction and Learning

Purpose of Rubrics

History of the Word

Types of Performance

Holistic vs. Analytic

Use by Instructors

Variety of Uses

Standardized/Boilerplate

Validity and Reliability

Student Perception

Research Focus

End-of-Course Survey

Gather Input Sooner

Potential Use of Rubrics

Participation

Effort

Homework

Projects

Behavior

Adapting to New Classes

Detailed Responses

Listening

Use of Out of Class Time

Time Management

Enhanced Interaction and Learning

End Goal

Clear Not Vague

Examples

9

Applying the Rubric

Design and Implementation

Variety of Designs

Direction for Improvement

Detailed Feedback

End-of-Course Feedback

APPLY THE RUBRIC

11Critical Thinking

Skills/Original Thoughts

Student applies relevant, professional, personal, or other real-world

experiences in a manner that is rich in thought and provides valuable

insight into the topic.

Distinguished

Content/Subject

Knowledge

Student thoroughly addresses all elements of the discussion prompt,

and demonstrates an advanced knowledge of the topic. Student

makes strong and precise connections to previous and/or current

course content, or to real-life situations, in initial post.

Distinguished

Participation

Student responds with thorough and constructive analysis to the

required number of peers, relating the response to relevant course

concepts. Student may pose pertinent follow-up thoughts or

questions about the topic, and demonstrates respect for the diverse

opinions of fellow learners. Student properly cites resources (if

applicable), per instructor expectations.

Distinguished

Coherence &

Organization

Student effectively communicates a central idea or point that is

weaved throughout the entirety of the post, in a coherent and

logical manner. Post is easy to understand.

Distinguished

Mechanics

Initial post contains very few, if any, minor errors related to grammar,

spelling, and sentence structure. Post is easy to read and understand.

Student properly cites resources (if applicable), per instructor

expectations.

Distinguished

Total4/4

Percentage100%

Conclusion

Perspective

Questions to Ask

Who To Ask

Questions

References

Atkinson, D. & Lim, S., (2013). Improving assessment processes in Higher Education: Student and teacher

perceptions of the effectiveness of a rubric embedded in a LMS, Australian Journal of Educational

Technology, 29(5), 651-666.

Brookhart, S. (2013). How to Create and Use Rubrics, Association for Supervision & Curriculum Development.

Reddy, Y.M. & Andrade, H., (2010). A review of rubric use in higher education. Assessment and Evaluation in

Higher Education, 35(4), 435-438.

Skelton, J., Rogers, C., Ellis, L., & Lyles, A., (2014). Rubrics and Evaluations. i-manager’s Journal on School

Educational Technology,9(4), 7-13.

Teachnology (n.d.) Ten Uses for Rubrics. Retrieved from http://www.teach-

nology.com/web_tools/rubrics/10rubricuses.html

Weimer, M. (2013). Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retreived from

http://www.facultyfocus.com/articles/teaching-and-learning/should-you-be-using-rubrics/

Woods, D., (2013). Applying the Quality Matters (QM)™ Rubric to improve online business course materials,

Research in Higher Education Journal, 1-10.