Amanda Stempfle

Comment on Anthony Gifford's post: I had never heard of meta-rubrics before, but it makes sense, and I think it would be helpful to use one to make sure assessments of rubrics are done similarly. I'm not quite sure how that looks, but I am curious to explore more of the VALUE rubrics to see how they approach different assignment types. Maybe that will help me to better evaluate different types of rubrics. 

I like the idea of using a rubric for students to do a self-evaluation or a peer-evaluation as a rough draft, then submitting their work for a final draft to the instructor. I wonder how the best way to do that online would be. Plus it would be nice if the work the student is reviewing were anonymous, so student's do not know whose paper/project they are reviewing. 

Question: How would you approach a rubric where the format can vary, for example, if you allow students to write a paper, do a presentation, or create an infographic? How do you… >>>

I create a lot of rubrics, and I am constantly balancing the line between adding too much detail to the rubric and not enough. We have instructions in the assignment as far as requirements for the paper, and those should guide the students through the rubric, but should I put all main points addressed under content, or is it better to break down into the main points so that better feedback can be left? I tend to go more generic because I do not teach the classes in which I create the rubrics. This allows instructors to interpret the rubric… >>>

Comment on Andrea Rimer's post: I think there are times when low-stake quizzes (with multiple attempts) are appropriate, but I think it is also important to have higher-stake quizzes (one attempt) especially if the types of questions would be similar to what a student sees on a board exam. They will only have one attempt. I do think immediate feedback is important, so students can understand where they went wrong. This could be provided in the low-stakes quiz, so they can learn form it and improve their score before attempting the higher-stakes activity. I often create low-stake assignments with… >>>

Comment on Kevin Duden's post: I agree that it's always important to provide a "Why is it important for me?" sentence or two, so students can connect the content to real-world applications. I often found that the reading material in classes didn't always relate to what we were covering that week. Since I was taking online courses due to my already busy schedule, I didn't appreciate wasting my time when the reading didn't enhance my learning. 

Comment on DENEEN STOKES's post: I agree that the ease of navigating the course is important. Critical thinking and applying what students have learned is also helpful, especially if it can relate to real-world applications.