TIME TO LET STUDENTS RUN ASSESSMENT

GETTING WICKED WITH THE VALUES RUBRICS

PAUL HANSTEDT

DIRECTOR OF PEDAGOGICAL INNOVATION

ROANOKE COLLEGE

@CURRICULARGEEK

MY RELATIONSHIP WITH RUBRICS:

Create deliberateness in their design.

But: Uni

THESIS IN A NUTSHELL:

Students can only be prepared for

the complexities of the world if we

ask them to assume responsibility

for messy problems in the

classroom.

ADJACENT APPROACHES

Kim Filer: Student-designed ePortfolios

01Hannah Robbins: Student-designed rubrics

02Cathy Davidson: Student-designed learning outcomes

03

OUR PROTOCOLINDIVIDUALLY:

Brainstorm as many ideas as possible for turning your rubric and related assessments over to students.

1

Focus not just on application, but on building student authority.

2

Begin with rubric, but allow expansion/ adjacent ideas/ transcendence

3

OUR PROTOCOL

IN GROUPS:

Share Ideas

Choose one to develop

Consider:

Benefits

Challenges

Supportive Structures?

Let’s hear ‘em!

• Problem solving: students do video game analysis and then do group essay to

jointly solve problem

• Written communication: ask students to create another performance level

above capstone and write all the descriptors

• Reading: have students rate themselves and a peer, then modify the rubric so

that it’s more effective/appropriate

• Information Literacy: Begin by asking students what is missing, who is missing,

and how do you know what you know? Give them an exercise by deleting two

or three of the lines from the rubric and having students create new lines and

boxes based on their earlier responses to the questions of what’s missing.

• Teamwork: include peer review. Have them define team work, and what’s

important to explore.

• Critical thinking: come up with a syllabus based on the rubric, what would the

activities and projects be and how would they be weighted?

• Skills and Knowledge on Problem solving: what problems have been solved

and how is that good to your imagination and how does it relate to life

beyond the classroom; have support structure from career office and/or

college recruiters

• Reading rubric: take off descriptors and put them on table as puzzle pieces

and have students talk about which ones could be grouped together as most

important. Then have the students re-align, talking about the context of

when/how/where these descriptors could be used/adapted/adopted.

• Critical thinking: design assignments for the class that would allow sstudents to

achieve the rubric

• Inquiry and analysis: what parts of rubric apply to students’ goals: then

students have to define why they’re in this field; communicate with each other

about how the rubric applies to other students in the program; then assess

course content and readings: what parts apply to their goals, which don’t.

Success = faculty helping students access ideas about their field/the course

topic that they hadn’t encountered before.

Thank you for your hard work and your ideas!

hanstedt@roanoke.edu

@curriculargeek