assistant dean for educational programs · 2014. 9. 5. · exemplary competent developing content...
TRANSCRIPT
Michelle Bell
Assistant Dean for Educational Programs
Teaching and Working with Students
Tips for working with students
Teaching techniques
Grading
Rubrics
Resources
Listen
Be Respectful
Be Prepared
Professional Conduct
Syllabus – implicit contract with students
• Learning objectives • Outcome measures – make sure you can adequately grade and
give feedback • Grading criteria • References/texts/software or programming for sessions • Session by session detail of what will be covered
A scoring tool that lays out the specific
expectations for an assignment, providing a
detailed description of what constitutes
acceptable or unacceptable levels of
performance. (Stevens & Levi, 2005).
“Several students mentioned they were unclear how the quizzes and the final
project would be scored.”
Task description
A grading scale
Dimensions of the assignment
Descriptions of performance level
Exemplary Competent Developing
Content Full understanding of topic
Good Understanding of parts of topic
Does not seem to understand topic
Stays on topic Stays on topic 100-95% of the time
Stays on topic 94-75% of the time
Stays on topic 74% or less of the time
Preparedness Completely prepared and has obviously rehearsed
Somewhat prepared, but it is clear that rehearsal was lacking
Does not seem at all prepared to present
Eye contact Establishes eye contact with everyone in the room
Sometimes establishes eye contact
Does not look at people during the presentation
Beginning 1
Developing 2
Accomplished 3
Exemplary 4
Score
Stated Objective or Performance
Description of
identifiable performance
characteristics reflecting
a beginning level of
performance.
Description of
identifiable performance
characteristics reflecting
development and
movement toward
mastery of
performance.
Description of identifiable
performance
characteristics reflecting
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Stated Objective or Performance
Description of
identifiable performance
characteristics reflecting
a beginning level of
performance.
Description of
identifiable performance
characteristics reflecting
development and
movement toward
mastery of
performance.
Description of identifiable
performance
characteristics reflecting
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Stated Objective or Performance
Description of
identifiable performance
characteristics reflecting
a beginning level of
performance.
Description of
identifiable performance
characteristics reflecting
development and
movement toward
mastery of
performance.
Description of identifiable
performance
characteristics reflecting
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Stated Objective or Performance
Description of
identifiable performance
characteristics reflecting
a beginning level of
performance.
Description of
identifiable performance
characteristics reflecting
development and
movement toward
mastery of
performance.
Description of identifiable
performance
characteristics reflecting
mastery of performance.
Description of
identifiable
performance
characteristics
reflecting the highest
level of performance.
Grade in a timely manner
Consistency in grading
Encourages critical thinking
Helps refine teaching methods
Clarity of expectations of assignments
Realization of learning objectives
RubiStar:
http://rubistar.4teachers.org
iRubric:
http://www.rcampus.com/indexrubric.cfm
1. Why did you create assignment? (learning objectives)
2. Have you given this or similar assignment before?
3. How does the assignment relate to the rest of the
course?
4. What skills do students need for successful
completion?
5. What exactly is the task assigned?
6. What evidence to show have successfully
completed?
7. What does an exemplary product look like?