
"Self-Scoring" Rubrics to Enhance Online Instruction
PROCEEDINGS
Dennis Mike, Patricia Coward, Canisius College, United States
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
The usefulness of rubrics to enhance instruction has long been established. One way to induce students to attend carefully to rubrics is require that the students to score themselves and submit completed rubrics with the associated assignments. The purpose of this session is to demonstrate how these kinds of “self-scoring rubrics” can be easily constructed and employed within an electronic environment, making their use practical for both students and faculty. A variety of electronic solutions (many of them from the business community) will be demonstrated, including editable rubrics created in Rich Text Format, PDF format (most notably using the PDF form tool) and HTML. Rubric construction tools in Angel, Blackboard, and TaskStream will also be addressed. Last, examples of each of the aforementioned options will be shown, emanating from an online course taught through Canisius College, Buffalo, NY, USA.
Citation
Mike, D. & Coward, P. (2010). "Self-Scoring" Rubrics to Enhance Online Instruction. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3906-3910). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 27, 2021 from https://www.learntechlib.org/primary/p/35205/.
© 2010 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Andrade, H.L. (2009). Rubric-referenced self assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287-300.
- Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Sage.
- Bandura, A. (2003). Self-efficacy: The exercise of control. New York: W.H. Freeman.
- Butler, S.M., & McMunn, N.D. (2006). A teacher's guide to classroom assessment: Understanding and using assessment to improve student learning. San Francisco: Jossey-Bass.
- Orsmond, P., Merry, S. & Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self-assessment. Innovations in Education& Teaching, 41, 273-290.
- Palloff, R.M. & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco: Jossey-Bass.
- Paris, S., & Paris, A. (2001). Classroom application of research on self-regulated learning. Educational Psychologies, 36(2), 89-101.
- Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4),
- Suskie, L. (2009) Assessing Student Learning: A CommonSense Guide. San Francisco: Jossey-Bass.
- Walvoord, B. (2004) Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References