Applying Rubrics to Online Learning Assessments

Recommended Assessment Technique 1:

The article Using Rubrics to Promote Thinking and Learning states that instructional rubrics provide students with more informative feedback about their strengths and areas that need some improvement in a way that a traditional assessment cannot do (Andrade, 2000). The purpose of using rubrics isn’t just to give students structure to live up to, but to teach and support course objectives at the same time. In my own online course development, I tend to allow students wiggle room for creativity with their activities or projects. My original requirements were not as specifically outlined as a rubric would be that also supports course goals. Now, I intend to use rubrics that guide students in further applying synthesis, creativity and responsibility skills as they prepare their assessment projects at a higher degree of productivity.

Recommended Assessment Technique 2:

After examing the article Cybercoaching Model Explained, I was reminded that it is important to understand and distinguish between formative and summative assessment, with formative assessment intended to adjust the instruction and learning in response to the student’s performance while summative is mainly to evaluate student mastery (Peterson, 2005). When reviewing these comparisons to the application and use of rubrics for assessment, clarity in the form of assessment and the purpose it serves is of utmost importance. If the assessment is merely summative in the form of a multiple choice test, no rubric is necessary. A mere grading scale would suffice, as there is no creation or performance other than passive selection. For my own online course creation, I have chosen to center my assessments  on formative models where accompanying rubrics support the objectives and teach new skills to students as they practice them.

Three things that I will adjust in my courses to reflect lessons learned from reading:

1. I will rarely, if every again, use traditional summative assessments.

2. Rubrics will be used for individual projects that involve design, creation or writing. Discussion postings and journal writings will have guidelines posted in the syllabus.

3. My awareness will remain focused on each block in my rubrics designed to directly or indirectly promote learning at the exemplary level.

Two insights I have about pre-course surveys and rubrics:

1. Using a precourse survey is optional, yet a very good tool if the course is only partly developed. Feedback from students that comes from a precourse survey can be used to design assignments, activities or assessments later in the course.

2. Try to apply some variety to your rubrics. It’s ok for some to be simple, short and sweet with others as long, detailed and specific to expectation. Not all rubrics are the same.

One question that I still have for the course is this:

What would be an average or standard amount of rubrics to include in a course? With a longer 16-week course there will be many assignments, activities and assessments. Would each one need a separate rubric and how much is overkill?

 

Resources:

Andrade, Heidi G. (February 2000). Using Rubrics to Promote Thinking and Learning. Educational Leadership. Volume 57, Number 5.

Petersen, Naomi. J. (February 25, 2005). Cybercoaching: Rubrics, Feedback, and Metacognition, Oh my! From the E.C. Moore Symposium “Putting Student Learning First.” Retrieved from https://www2.uwstout.edu/content/profdev/assessonline762/PDF_files/Cybercoaching_paper.pdf