Preface Q: How do I start to grade this new kind of assignment ?
(since I lack previous experience as either a student or an instructor)
Preface A: Begin by distinguishing feedback on drafts-in-progress versus evaluating a completed project.
(since different kinds of responses are more appropriate for different moments of development)
Rubric Axis 1: What will be measured?
Product: the qualities of a completed text, object, or product
Process: the rigor of effort invested
Outcomes: evidence of the development of knowledge, skills, abilities, or capacities
Rubric Axis 2: How will it be measured?
Traditional: an authority or expert determines whether or not criteria have been met
Contract: an instructor contracts with students different marks for different levels of performance
Organic: the instructor and students begin with an outline and then continually develop and fine-tune the rubric in more detail throughout the drafting-feedback-revision loop
Rubric Axis 3: Who will measure it?
Instructor: single or multiple instructors? internal, familiar instructor or external, blind instructor?
Audience: internal or external to the class? how will the audience be calibrated to the rubric?
Creator: student authors/creators reflects-on and evaluate their own work
When faculty are initially perplexed about rubrics and assessment for innovative assignments, then transformation is right around the corner.
META-RUBRIC EXERCISES
Using your Adobe I.D. evaluate the following rubrics located at in Education Exchange according to the Three Axes. (You can create a free Adobe I.D. to access Education Exchange, if you do not already have one.)
1) Click HERE to LINK to Writing in the Sciences Rubric
2) Click HERE to LINK to Making a Board Game Rubric
3) Click HERE to LINK to Cultural Anthropologies Podcast Rubric
Axis 1: WHAT will be measured?
- product
- process
- outcomes
Axis 2: HOW will it be measured?
- traditional
- contract
- organic
Axis 3: WHO will evaluate the work?
- instructor
- jury
- creator
Notes on Rubrics and Assessment for Student Digital Storytelling
Weighing Design, Format, Technical Ability
Importance of Student Reflection
Factor Media Production Time Management
Syllabus Announcement about Sharing Digital Work, Pseudonyms, and Privacy
Discuss Fair Use, Copyright, and Differences between Educational, Personal, and Commercial Publication
Be explicit and discuss the appropriate integration of Generative AI technologies for the assignment/assessment
Discuss Implications for Physical, Ideological, Psychological, and Socio-economic Accessibility
Digital and Online Content Can Be More Ephemeral and Difficult to Archive
"Continuum of AI-Informed Teaching"
- Matt Acevedo, PhD
- Executive Director, Learning, Innovation, and Faculty Engagement
- University of Miami