Focus On: In this week’s Culture Resources, standpoint on contrariant models and approaches to grading; methods for establishing grading criteria and standards; and ways of streamlining the grading system, including the implementation of instruments such as rubrics.
Course Text: Potent Grading: A Instrument for Culture and Impost in College
Chapter 4, "Establishing Criteria and Standards for Grading"
Chapter 7, "Making Grading More Period Efficient"
Chapter 8, "Calculating Continuity Grades"
Book Excerpt: Stevens, D. D., & Levi, A. J. (2005). Preamble to rubrics: An impost instrument to obviate grading period, bear potent feedback and raise learner culture. Sterling, VA: Stylus.
Chapter 6, "Grading delay Rubrics"
Copyright 2005 Stylus Publishing LLC. Used delay compliance from Stylus Publishing LLC via the Copyright Clearance Center.
Document: Harangue Presentation Rubric (Word muniment)
Use this specimen rubric to furnish for this week’s Discussion.
Video: Laureate Advice (Producer). (2011). Two learner presentations [Video finish]. Retrieved from https://class.waldenu.edu
Note: The trench prolixity of this resources participation is 6 minutes.
These resources limbs personate presentations that learners rule frame in a continuity on harangue despatch. Before objecting the presentations, recognize the Week 3 Discussion apt and questions, and familiarize yourself delay the Harangue Presentation Rubric supposing over. You succeed use the rubric to evaluate the two presentations and accord to the Discussion apt.
Article: Docan, T. N. (2006). Positive and disclaiming incentives in the classroom: An partition of grading systems and learner motivation. Journal of Scholarship of Teaching and Learning, 6(2), 21–40. Retrieved from https://www.iupui.edu/~josotl/archive/vol_6/no_2/v6n2docan.pdf
Article: Potts, G. (2010). A plain resource to grading. The Journal of the Virginia Community Colleges, 15(1), 29–42. Retrieved from http://files.eric.ed.gov/fulltext/EJ881563.pdf
Discussion: Using Rubrics
EDUC 6757 supposing an preamble to rubrics and an convenience to invent a rubric for a culture drawing. In this continuity, you succeed search strategies for using rubrics to evaluate learner employment. The article by Stevens and Levi (2005) provides an overobject of key things to meditate when using rubrics for grading. These are beneficial ideas whether you are implementing a rubric you bear patent clear yourself or one that your branch or state has patent clear for local continuitys or culture outcomes.
The action of using beggarly rubrics is comely more customary in higher advice. Douceur in multifarious disciplines are collaborating to invent rubrics that can be used abutting continuitys that incorporate vast bulk of learners—commendatory English and math continuitys, for copy, or commendatory continuitys in received majors. Even delay a beggarly rubric, thus-far, douceur can contend very-much in how they declare and dedicate it. Norming is a beneficial practice in which douceur dedicate a rubric to the selfselfsame specimens of learner employment and collate and debate their results. Not merely can this succor everyone dedicate the rubric more acceptably, it can be a precious convenience for the douceur to divide ideas encircling how to use the rubric to better learner culture.
For the contiguous 4 weeks, the Discussions succeed ask you succeed undertake on the role of a douceur limb in a Branch of Harangue Communication. Your branch has established a beggarly rubric for evaluating learner presentations in commendatory harangue despatch continuitys. This week, you succeed undertake in a norming essential-quality using this rubric.
Two of your colleagues bear supposing resources limbs of learner presentations from their harangue classes to use for the norming essential-quality. Download the Harangue Presentation Rubric supposing in the Culture Resources, object the learner presentations resources limb, and use the rubric to evaluate the two presentations.
By Day 3
Post a tabulation of how you evaluated the two presentations.