Wed, Mar 16 2016 04:00 | assessment, feedback, grading, humor, INSDSG601, INSDSG684, instructionalDesign, rubrics
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
How will you grade this?
Last weekend I finished reading the book Second Language Teaching and Learning in the Net Generation. It was an interesting book, recommended for both Instructional Designers and Language Teachers alike. Some chapters as admittedly better than others, but as a whole the book was quite good (related note: follow me on GoodReads).Hot on the heels of this I came across a post on ProfHacker called "How
The value of being clear
Recently I was reading an article on Inside Higher Ed titled the dreaded grade appeal. Before I read it I thought to myself "here we go again! more faculty complaining about students appealing their grades!" I was pleasantly surprised to see that the article isn't really about grade appeals, but rather (if you read it clearly), about being clear in your expectation of the students taking your class.I