Club Admiralty

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Multilitteratus Incognitus

Traversing the path of the doctoral degree

Academic Facepalm (evaluation edition)

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Back in December, I was searching for the #tenure hashtag on twitter.   There was some discussion (probably stated by Jesse Stommel 😜) which prompted me to search for this #hashtag out of curiosity to see what was tagged.  Along with heartwarming stories of people who've just earned tenure (a nice perk right before the winter break!), there was this wonderful tweet specimen...



I'm not gonna lie.  IT BUGS ME.

It bugs me as a learner.  I've always completed course evaluations and I tried to give honest feedback to the professor.  If the course was easy, hard, just right, I wanted them to know.  If I was appreciative, I wanted them to know.  Yes, sometimes I've half-assed it and just completed the Likert scale with a "loved the course" comment at the end, but many times I try to be more concrete about the feedback.

It bugs me as a program manager. I am the individual who sets up, collects, and often reminds students, about the course evaluations.  My colleague is in charge of making sure things like these get into personnel files and maintains department records, and also seems to manager tenure and promotion paperwork for our department (among her other duties).  Faculty committees spend time discussing this each year for merit increases.  So. much. wasted. effort! 

It bugs me as an adjunct.  Yes, I teach for the fun of it. I like helping new instructional designers find their footing.  As an adjunct, if my course evaluations are bad I could be no hired again just for that.  There are no protections.  And, then you've got this tenured individual who openly flaunts their privilege.

Now, don't get me wrong.  I know that Level 1 evaluations are flawed.  They don't measure learning, they measure reactions to the learning event.  But they are feedback nevertheless.   If you don't give a bleep about what students say about your course, one day, despite your tenure, you might not have any students left...

As an aside, I feel like tenure is an outdated institution.  I'd advocate for strong unions over tenure any day of the week.

Your thoughts?
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Grading Rubrics

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The other day I came across this PhD Comics strip on grading rubrics. As a trained instructional designer (and having worked with instructional designers on and off since I started university as an undergraduate student) the concept of rubrics has really stuck with me.  That said,  I generally struggle with rubrics.

In theory they are brilliant - a way to objectively measure how well someone has done on whatever assessable assignment. On the other hand, they are not that great and they could be a means for discontent and discord in the classroom (the "why did you indicate that my mark is in category B when it's clearly, in my student mind, in category A?" argument). For this reason I try to create rubrics that are as detailed as I can make them.  That said, it seems that detailed rubrics (like detailed syllabi) are rarely read by students ;-)

Another issue arises with inherited courses. When I've inherited courses from other people that's also a source of an issue with rubrics.  It seems that their rubrics are less detailed and more subject to interpretation - which in my mind doesn't help the learner much - and it does little for consistency between faculty members who might teach the same course.  Here is an example (redacted to try to keep assignment and course somewhat anonymous. It is an intro course though):


Using this Rubric, I would say that two people (who don't know each other) teaching the same course can potentially be giving two different marks for the same assignment.  What's important here is the feedback given to the learner, so the mark may not matter as much in a mastery grading scenario, and the (good) feedback gives them a way to re-do and improve for a better mark if they want.

The more I design, and the more I teach, I am wondering if detailed rubrics are better as a way to on-board professors and instructors into departmental norms, and if broader rubrics are better for the "student view" and used with a more mastery-based approach to learning. :-/

Thoughts?


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