So I've been reading Walvoord and Anderson's *Effective Grading*, which I borrowed from the CTL library. One chapter that really appealed to me was the one on "Fostering Motivation and Learning." We can see the real disparity between a lecture-based class and a more active learning class on exhibit 4.2 on page 56, called "Two Versions of a History Class Session." In one version, the prof simply states the topic for the day, asks the students if they have any questions about it, and then drones on with the lecture. In the other version, though, the students play more of a role. The professor asks more questions of the students to get more of a sense of what they know or don't know. I like this version better because, to me, that's what learning is about--having the opportunity to figure out what you know and what you don't. I always tell my students that asking questions is a part of the learning process.
When I return from sabbatical, I plan NOT to lecture in class; instead, my students will read the lectures on D2L (many of which are done in Power Point with voice-over) and then take quizzes on these lectures to assess their learning. To me, this makes the learning more active, and the students come to an understanding of how well they know the material even before they come to class. I do believe that lectures sometimes are necessary, but I'd rather use class time for discussions. We'll see how this works out.
Today I worked on developing a grading rubric for my technology project for English 2011 (the American Lit. class I am teaching this coming summer). I began work on it by thinking of key questions posed by *Effective Grading*--What do I really want students to learn? And how will this means of assessment measure that learning?
As a result, here's the rubric I've come up with (so far):
ENGLISH 2011: GRADING RUBRIC FOR PROJECT.
Pre-final draft work (80 points)
A one-paragraph prospectus (one per person or group). 10
A conference with me in which you review your rough draft work with me and ask questions. 20
A presentation of your work in front of the class
(8-10 minutes for individuals; 13-15 minutes for groups) 40
Evaluations of self and/or others in group (NOTE: If you earn all positive evaluations 5
from others in group, 10 points will be added to your grade.
For every negative evaluation you earn from someone in your group, 20 points will be deducted
from your grade.)
Evaluations of other students' projects. 5
Final Draft work (180 points)
Introduction captures audience’s attention and transitions well to main purpose. 15
Purpose and audience for project are clear. 15
Consistent focus on topic (theme, character type, and/or symbol). 15
Project discusses approximately six primary sources (3 pre-Romantic and 3 Romantic). 15
Makes use of specific, descriptive detail consistently. 15
Effective transitions exist within and/or between key sections. 10
Makes strong use of evidence to prove its points. 20
Uses AT LEAST TWO authoritative secondary sources to prove its points. 15
Uses quotes correctly (if necessary). 10
Evidence is well-analyzed—significance of evidence/detail is explained somewhere within project. 20 .
Conclusion effectively summarizes discussion, explains significance of topic, and
contains an effective clincher that engages the reader. 15
Contains few, if any, mechanical errors. 15
OVERALL GRADE: ________/260 POINTS
COMMENTS:
The numbers at the end of each category indicate the point value of the item.
I may make some adjustments on this. 260 points still seems like a lot for one project to me....65% of their course grade. Perhaps I need more and/or small assessments. But then again, I have those incorporated into the project with things like the conference, the rough draft review, and the presentation to the class. Even the self-assessments (and/or group assessments) should help produce some accountability.
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