1. Deena Sue Fuller Tennessee State University Adapted from a presentation by Brenda Marsteller Kowalewski at Weber State

2. Presentation Overview Welcome/Introductions/Brief Review of SL Purpose of Grading/Assessment Connecting to course objectives What is actually being graded? How are these assignments graded? Determining the weight of the service-learning project 2

3. Purpose of Grading/Assessment To provide faculty with a measure of what was learned. To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how. Formative feedback on service-learning reflections can greatly enhance learning 3

4. What is service learning? Equal parts service and learning Structured Reflection is key Embedded in academic, credit-bearing courses Connection to graded assignments Reciprocal benefit Collaborative approach to projects

5. Connecting to Course Objectives Grading is the act of measuring student learning outcomes. Student learning outcomes are derived from course objectives. Worksheet on five general academic learning goal categories in which service-learning can enhance academic learning. 5

6. Establishing Academic Learning Objectives Course-Specific Academic Learning Understanding specific course concepts and skills Generic Academic Learning Critical thinking skills Learning How to Learn Learning how to apply academic knowledge in the real world Community Learning Learning about a particular social issue Inter- and Intra-Personal Learning Learning how to work collaboratively with others 6

7. Potential service-learning outcomes for students Communication Skills (written and oral) Interpersonal SkillsCultural awareness/ Appreciation of diversity Improved use of technology Logical reasoning Application of theory Self-understandingCritical thinkingInvestigation of Power relationships Analysis of social institutions Explication of values Identify and frame problems Active listeningNegotiation skillsPublic dialogue on shared issues Creative conflict to produce growth Political imagination: reimaging futures MentoringCommitment to service/service ethic Career Development Values clarificationCharacter EducationCivic EngagementPerspective Transformation Other?

8. Service-learning outcomes for assessment 1. Understand and apply knowledge 2. Develop identity and values 3. Develop community awareness and practice community engagement 4. Demonstrate a commitment to lifelong learning and action 5. Awareness of social justice issues

9. Summarize overall plan 1. Expectations/assumptions about students 2. Learning outcomes: what they should know and/or know how to do 3. Learning strategies in support of outcomes 4. How do they learn through the service experience 5. Assessment Strategies for the learning

10. What is Actually Being Graded? NOT the service. The learning is what you are assessing. How do you know students are learning? What activities in the classroom will enable students to meet academic learning objectives? What assignments outside of the class will enable students to meet academic learning objectives? 10

11. Activities in the Classroom Large and small group discussions One-minute reflection papers Critical incident reports Presentations Collage Skit Concept Mapping Others? 11

12. Assignments Outside the Class Integrative papers Structured journals Reflective interviews Scrapbook or collage Video or Photography Portfolios Case Studies Participation and performance at the service site Progress toward project completion Tangible outcomes for the community Others? 12

13. How are these Assignments Graded? Literature on assessment lacks best practices for grading service-learning projects. Assessment literature – assessing impact of service- learning on students based on their self evaluation. Sample scoring rubrics are in your notebooks 13

14. How are the SL Assignments Graded? Plan ahead and incorporate SL criteria into your syllabus so students will know what is expected The more structure provided in the assignment, whether it be in class or out of class, the better. Gives you the ability to evaluate first if they addressed what was assigned. Then you can evaluate the quality of the response to the assigned question. Look at the sample Rubrics 14

15. How are these Assignments Graded?: SCORING RUBRICS Useful in grading journals or portfolios (two very popular assessment strategies in service-learning) Some very general – see Sample Rubrics (in notebook) Some very specific – look up Moskal on the web There is no magic rubric. Design your own to fit your specific learning objectives and service-learning project. 15

16. How are these Assignments Graded? Site Supervisor Evaluation Faculty arent always in the field on site to observe students when they are actually engaging in service. See example in packet for helping your community partners to participate in the supervision/evaluation Student Self Evaluation Gives the faculty member insight into how the students would rate themselves in the project. See example in packet 16

17. Other questions about grading Do all assignments have to be graded? Not necessarily. You could just give points for participation in the in-class reflection exercises or for turning in the weekly reflection papers. Do we grade the level of participation in the assignments? Sometimes --- evaluated on a scale or again, using a rubric. Participation in class or small group discussion Do we grade the level of participation in the service project? What if a student does not complete the required number of hours? Could reject all service-learning assignments because hours were not fulfilled. Could adjust the scores on completed s-l assignments to reflect the percentage of hours completed. 17

18. Determining the Weight of the Service- Learning Project What percentage of the course objectives are being taught via the service-learning assignment? What assignments teach these objectives? Weight accordingly What percentage of the course objectives are being taught via other teaching strategies? What assignments teach these objectives? Weight accordingly 18