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Teaching Rubrics

(1) One day stop-ins (students who appear to jump into the course once a week for ten minutes and do all their required posts) concerns some faculty (certainly not all). Should students be required to log in more frequently? Do you think that holistic or analytical rubrics are more beneficial to the online environment?

(2) How might a desirable to undesirable, or undesirable to desirable format, impact our communication of our expectations?

(3) Do we want to communicate weekly how a learner is doing after each module, every 10 days, etc?

(4) Might this address prevent a problem that many of us confront with learners who meet minimum standards only, but achieve full points (or an A) for doing so? Is this even an issue that concerns anyone?

(5) Do you think some students use rubrics as a bartering tool? Do you think that a greater point spread might seem to add clarity or emphasize more the distinction in performance levels?

(6) Do we think a zero column in a rubric is necessary for non-participation other than for emphasis?

(7) If the student does not post, he would not receive points anyway. Is there any benefit to incorporating negative points in a discussion rubric for late initial posts and for not responding to classmates?

(8) Should students lose points for not participating, for posting late, or for grammar problems?

(9) Would this help address the challenge about dealing with late discussion posts?

(10) What about word choice in rubrics? For example, do you think a particularly cranky student who's pushing for extra points or a better evaluation would argue over whether in his post arguments are clear, in-depth and well analyzed versus that he had a good understanding of the topic for one less point?

Solution Preview

(1) I think it is important to require that students log in more than once a week. The rubric that I am currently working on warns students that I can see how long they're logged into the classroom and where they move around throughout the classroom. Although I probably wouldn't follow-up on how long they stayed logged in, my goal for setting this expectation would be to scare them into doing the necessary work for the course.

In response to the question about holistic vs. analytical rubrics, in my opinion, I believe that holistic rubrics are more important than analytical rubrics, because they give the student more room for improvement and the ability to earn more points if they lose their footing with assignments. But, as you suggested in the beginning of your posting, every instructor is different. Thus, I think it is important for course requirements to be tailored to the student and not just to the ...

Solution Summary

This excerpt explains the differences between holistic and analytical rubrics and how one might benefit learners more than the other. It also answers a series of other questions that may prove to be beneficial to prospective teachers.

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