Arthur Richmond

I did not know that the policy changes if the student is deceased.

I learned the difference between what information about students can be shared and what cannot. I also learned that in some circumstance employees are allowed to request info if they have a legitimate academic interest in that info.

I've learned about what is acceptable to share about students' personal info and what is not acceptable to share. I also learned that in some cases, information about a student may be ethically and legally requested if an employee has a legitimate academic interest.

Like many are saying, err on the side of safety. Protect student privacy. In other words, be a responsible educator.

I think the part about having students review the rubrics and provide feedback is interesting. I utilize student surveys of instruction, but I've never really asked for any feedback regarding their perceptions of the grading rubrics themselves. I think there is potential value in recieving that feedback.

I didn't know about the rubric building websites. I was well aware that there are countless example rubrics to look at online, but rubric building sites sound like a great resource. Another thing that I found illuminating is the idea that rubrics should contain from 3-5 outcomes. I usually use more, but perhaps that is a bit overwhelming.

While I use rubrics to assess students' assignments, and while I also use peer reviews, self assessment is something that I've steered away from. I suppose I've worried that not all students will give themselves fair/honest grades. However, I do see how self-assessment can encourage reflection, and reflection certainly plays a part in retaining information, so perhaps I'll work in a small stakes self-reflection with every major written assignment.

I'm a big believer in rubrics, particularly for major writing assignemtns. I think they help to ensure fairness in grading and provide the students with valuable, specific feedback. I really like what the lesson said about the challenges that rubrics present to students who have learning disabilities in that rubrics do tend to be very summative and performance based. They don't often take effort into account, so some students are perhaps at a disadvantage in regards to their work being judged with a rubirc. I'll carry this insight with me as I create rubrics in the future and will perhaps… >>>