I am finding that while this course tries to differentiate assessment from evaluation, it often uses the two terms to mean the same thing. I am also frustrated by the use of the word data as a singular form. The word data is the plural form of datum, i.e. data are, not data is. The author of this course should know this, or at least I hope will consider revising.

The Blooms Revised Taxonomy was new to me and I plan to use it in the future. Pulls together a lot of what I was doing to assess students, in ways that will also stimulate me to think more creatively about how to assess my students. 

This is the first time I have learned about WebQuest! Very excited to explore it to learn how to use it in some of the courses I teach. 

Rubrics need to be set up in a way that it is fair to all students

Point values need to be assigned to rubrics.

Hard skills and soft skills get combined more then I originally thought

I am going to try formative rubrics for drafts. I think this might help with student responsibility in the revision process, thus taking some weight off me to be the "corrector" or editor. 

I have created many rubrics but have not properly vetted them before using them. I love the idea of testing. When I graded research papers, I used to put them in piles based on a holistic approach. This would be a great way to test a rubric for accuracy. I also need to take out ranges in the criteria unless I am able to quantify the differences between point values.  

I have found that the students will mirror the language I used in the rubric but NOT be able to give specific feedback.  An example would be: "thesis is clear" but not be able to find, highlight, or copy and paste the thesis. 

I want to make my rubrics more analytical to make the feedback more specific. Many of the rubrics we use in the courses I teach are already constructed for me. I do find this limits creativity.