GE Program Outcomes Focus on how students can demonstrate their learning Should be widely distributed Should be known by all stakeholders Guide course and curriculum planning Encourage students to be intentional learners Focus assessment efforts
Rubric Strengths Efficient use of faculty time Precisely define faculty expectations Training can be effective Criterion-referenced judgments Can be used by others
Using Rubrics for Grading and Assessment Numbers for grading Categories for assessment Numbers and other criteria under individual faculty control Speed up grading Provide formative feedback
Using Rubrics in Courses 1. Hand out rubric with assignment. 2. Use rubric for grading. 3. Develop rubric with students. 4. Students apply rubric to examples. 5. Peer feedback using rubric. 6. Self-assessment using rubric.
Creating a Rubric 1.Adapt an existing rubric 2.Analytic approach 3.Expert-systems approach
Managing Group Readings One reader/document Two independent readers/document Paired readers
Before inviting colleagues: 1.Develop and pilot test rubric. 2.Select exemplars. 3.Develop a recording system. 4.Consider pre-programming a spreadsheet.
Closing the Loop Celebrate! Change pedagogy Change curriculum Change student support Change faculty support
Bringing It All Together Campus-wide conversations Institution-wide implications for faculty/staff development Quality-assurance process Reporting structure Implications for funding or infrastructure development
Some Friendly Suggestions 1.Focus on what is important. 2.Dont try to do too much at once. 3.Take samples. 4.Pilot test procedures. 5.Use rubrics. 6.Close the loop. 7.Keep a written record.