Rubrics with Vic Nelson: Electrical and Computer Engineering


S what we’ve done is instead of doing course
grading and then going back and then taking the same work and applying a rubric to it
to find out how well as a program the students are achieving those outcomes, some of our
courses we’ve just made using the rubrics as part of the course grade. So we use the rubric for demonstrating achievement
in writing to assign their writing grades for oral reports, same thing for oral presentations
or design. Well we’ve all, since I’ve been in the business
we always grade student work in some way so enough if you don’t have a formal one, you
probably have one in the back of your head that you’re using. So what do I mean when I say that’s an A,
or a B, or a C. So we probably all have a rubric of some sort
but the formal one gives us a way of well I do two things. I share it with students, said this is the
criteria on which you will be graded. So if I say you can do a design, this is what
I mean when I say you can do a design. And this is what I mean when I say you’ve
met my expectations or exceeded my expectations or did not. So I share that with them and they get a better
picture of what I consider important. Since these weren’t developed by me personally,
they were developed by our whole curriculum committee, what the whole curriculum committee
feels is important. I think if nothing else it helps, we have
some faculty who are very involved in assessing student achievement and other faculty maybe
that’s not their top priority, so I think it’s helped the two groups communicate better. The people for whom that’s not a top priority,
they get a better picture of what those of who are intimately involved in it, what information
we need.

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