Do you think the rubric setup is more beneficial for the student or the instructor?

Do you think it is best to have the mean grade percentage of exams available for view to the entire class so that they can see what the overall grade was for everyone on an assignment?

From my past experience as a student, I found that most educators seem to miss this crucial step. Just getting a brief synopsis of what your students know or don't know about the class can greatly impact they way you approach the material and how successful your students are in that class. Every class I teach, even if it's for the same subject, I teach differently depending on the types of students I may have that semester. What are your thoughts?

I was thinking that this particular tool would be quite effective in providing feedback on Individual Projects but I'm really uncertain as to how this should be set up. It's seems to me that it's better than the tool that has been provided as part of the"turn it in" program. Has anyone tried using this? I don't know that it's practical to have each student submit a draft ahead of time - this would be awfully time consuming for both students and instructor.

We use value added assessment nearly every day. As students progress through the course,we evalate their improvement in the performance of tasks they will be charged with when entering the work force.

I have not used this grading system for my math classes. I was wondering how I could apply this method in my program?

What method work best in assessing the student ability to complete the program?

I have found that when students take math assessment they are not placed in the correct class? Some of the students pass and really not prepare for the math. Have you found this to be more common then others?

I am trying to setup my blackboard to engrade. Do you suggest using multiple software to grade and teach your classes?

I thought the 1-2-3 list would be very beneficial for intermediate type classes, as they explained in the Web Design class example. It helps provide feedback to the instructor and gives understanding to the different levels of understanding among students. Does anyone have any other tips on fun exercises to get students involved in their own learning?

While much of accounting, which I teach online, involves solving specific problems with specific solutions, I also have essay and/or formal APA paper assignments for the learners to complete. For these, I prepare and post the rubrics at the same time the assignment becomes available for the learners. I'm bumfuzzled that the learners ignore the rubrics altogether. I have the distinct impression that the rubrics are not reviewed until I incorporate the rubric into the assignment and return it to the learner and even then, sometimes, I must tell them to look at the rubric which shows exactly where they earned or lost points! Does anyone have any tips on encouraging the learners to use them before they submit their assignments?

While diagnostic assessments precede and impact formative assessments, I have mixed feelings about them and whether I should know the results of the diagnostic assessments. I facilitate primarily upper level and graduate courses in accounting - a subject that clearly builds on itself. From that perspective, it is imperative that the foundations be sufficiently understood and applied or the learner will not be successful in my classes. Given this as my diagnostic assessment, I rely on the successful completion of certain prerequisites, depending on the basics underlying my class. I do not find it necessary to know the exact grade, but I do think that without at least an average score on appropriate prerequisite courses that the learner should not be enrolled in subsequent classes. However, I also think that if I possess specific knowledge that it opens the door for a degree of negative bias to overcome, pigeon-holing and reducing the expectations of a student with less than stellar scores, if you will. For example, one recent learner enrolled simultaneously in both my first and second advanced accounting courses after divulging that she had already failed the first class once. With that knowledge from the outset, I had doubts about her ability to complete these two classes successfully. I made a concerted effort to remain objective and positive, but she has now failed the first class twice and the second class once. Does anyone have thoughts on how to address the issue? Is it just me or have others developed a means to handle it? Is it just the subject matter of the course being taught that affects the issue?

How do you involve the students in creating a rubrics?

Do you find rubrics are beneficial when different people are rating? I can submit the same thing and 2 different people with grade differently.

Yes, when I taught an advertising class, students had to develop ad campaigns for television, radio and print media. These became a part of their student portfolio.

Soemtimes writing a course so that it correctly reflects what a student should learn is challening. That is why it is crucial that tasks associated with courses are not just items created for the purpose of assigning grades. They must directly reflect of what students should have gained understanding.

It is so important for students to demonstrate their understanding of a course, especially when the course is a prereq to another course. Regardless, classes should have some sor tof end assessment to determine if the student has the learning necessary to be proficient in the course topic.

We use objective quizes for weekly "Spot checks" of students learning levels. These tests are a mix of true/false and multiple choice questions.Out course final is subjective, essay answers to gauge students understanding of material being taught.

Formative assessment is very important. It lets you know whether or not the group needs every basic detail of an operation. If they are more experienced,they may require the main steps to achieve an objective. Evaluation is to test them on operations required to complete the course.

We are using technology as part of a hands on course.Our students use our manufactuer based web site to gain information needed to complete an in class lab. exercise. These lab exercises are all assessment based on over all performance.