The importance of peer-to-peer assessment cannot be overlooked. Allowing and fostering this interaction can provide constructive criticism between student, peers and instructors and can help students judge how well they learned the material.
Although designing a course using rubrics may take longer, it will provide a much better learner centered outcome, improve continuity and consistency for instruction. This is especially true if there is more than one instructor teaching the same course.
I like the thought of peer assessments through the use of rubrics. Not only does it give the student a opinion from someone going through the course with them, it also helps the student providing the assessment another tool in learning the material. The rubric also becomes a studying tool for the students.
Rubrics can be time consuming to create
In this module, we learned about the different types of assessments and how they are useful when reflecting on rubics.
I learned the difference between holistic and analytic rubrics and their connection to learning outcomes.
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.
Rubrics should be made or a specific assignment or else they might serve no effective purpose. The layout of a rubric is also fundamental for students' success.
The more you can get students involved in assessing their work the more self aware they will be when assessing their work. Often times a rubric is just thrown at students and even explained but they may not be able to meet the criteria with their present base of knowledge. they should have the opportunity to be involved in determining how they will be assessed and engage in collaborative practices.
It is very important for online instructors to plan ahead during the development of rubrics. Planning in advance allows one to prioritize, stay organized, and stay focused on what is important in the planning process. .
I found this helpful: Some instructors may implement a method referred to as backwards planning. You, as an instructor, are a designer of student learning. Questions to consider are: What do you want your students to learn? What do you want them to able to do? How much do you want them to improve?
Failure to spend too much time in the development of a rubric can result in a misleading guide. Likewise, putting too much criteria on a rubric can be misleading to both a student and an instructor. I have learnt to avoid making such mistakes from this topic.
Rubrics are an important part of the class and should be carefully thought out when assigning rubrics.
Rubrics can have too many componets. They also can help with self and peer assesments. Students will become more aware of things when using the rubrics.
Rubrics should have 4-8 components.
I chose this class because I wanted to learn more about Rubric's. So far, there has been A Lot of Great information. In this class module, I learned about the mistakes people make in creating a course rubric. A rubric needs to be well though out and planned. It can't be done; "whip up something." The rubric shouldn't have too much criteria in it either. Too much criteria only confuses students.
The most important part of developing rubrics is to plan carefully and spend sufficient time developing them.
Students not only lean from the lesson snd assignments . They can learn from an instructor critiquing their preformance , student discussion ,groups and assessing themselves.
Rubrics provide an opportunity for reflection. Self- and peer-assessments provide a good opportunity for learning.
Make sure the rubric measures what you want them to measure and that you use the appropriate type for the assignment. In addition, create assignments that allow for more complex thinking and problem-solving, and allow students to use these rubrics to self-reflect and to help their classmates.
