Week Two--Why Use Rubrics?

I am going to use the outline format here again for GMIT 660 for this week's journal reflection on Rubrics:

I. The reading for this week was Chapter 2 (Why Use Rubrics?) from our text Introduction to Rubrics, with highlights from the chapter:

• Rubrics save time, provide timely, meaningful feedback for students, and have the potential to become an effective part of the teaching and learning process.
• In a rubric, we simply incorproate easily predictable notes into the "descriptions of dimentsions" protion of the rubric.
• The result is an easier grading process for us, and timely, detailed, often easier-to-read feedback for the student.
• Because we discuss the rubric, and thereby the grading criteria in class, the student has a much better idea of what these details mean.
• We can use the rubric to try to determine if the students' work is improving overall.
• The grid pattern of the rubric, with its clearly defined dimensions makes doubly clear which areas need work.
• By encouraging students to think critically about their own learning, rubrics can inspire precisely the pattern of "self-assessment and self-improvement" intrinsic to creating the kind of motivated, creative students we all want in our classes.
• We also know that students need to be challenged to think critically, and we know what kinds of assignments will lead to critical thinking in our respective disciplines.
• Not all components of a rubric relate equally to critically thinking.
• Rubrics help us to refine our teaching skills.
• Sharing rubrics with other instructors can reveal the degree to which grading is consistent.
• Rubrics level the playing field in a culturally diverse landscape in education; they are wonderful "translation devices."

II. Fellow cohort, Gina Ewing, led the seminar for GMIT 660--two of her proposed questions:

First Question:
As an instructor, have you observed students “thinking critically” due to the use of a rubric? Explain what you observed and how critical thinking took place with the student (if you are not an instructor, than within yourself).

Fellow cohorts responded quite extensively with numerous examples of how we use rubrics in our own experiences, and how we thought our students responded in a critically thinking manner. Those who are not yet instructors presented great ideas on how they perceived critical thinking in relation to rubrics as a teaching and grading tool.

Second Question:
In an article called Rubrics for Web Lessons http://webquest.sdsu.edu/rubrics/weblessons.htm
The author recommends allowing students to assist in the development of the rubric for their class and lists the advantages of doing so. In your opinion, what types of disadvantages do you see arising from this process and do you agree with the advantages listed? Would you add more to the list of advantages in this article?

Gina provided a great website on allowing students to participate in creating rubrics! As can be expected, there were mixed reviews on this topic; many of us felt that getting the students involved was a great idea, but caution should be exercised while doing so. The time factor involved in students assisting with this was another concern.

Gina also provided us with some other great resources to glean information from on rubrics and how they affect our teaching and grading experiences! Gina did a great job in leading the seminar and keeping the threads going!

III. My reflections in relation to the "Reflecting on the Seminar" questions:

• I did feel very engaged by Gina's questions and provided resources. She did some good research and provided good fodder for us to reflect and discuss!
• I learned a lot about rubrics, and plan to use these resources as I move along in my teaching career for sure!
• I will investigate further how I can use the suggested ideas and resources in my teaching!
• I was surprised how rubrics are such an important part of teaching and how most of us didn't realize their power and potential!
• I feel that I participated at a graduate level in this seminar; I shared with the cohort what I have attempted with rubrics and how I feel the need to continue using them even more in all classes I will teach! I felt that the seminar was a great learning experience for us all; we all did a great job of sharing and reflecting!
• The seminar format was a great educational tool for us, and will continue to be throughout the rest of the course!