Sharing & Feedback

Naz,

Each category's description for each score clearly shows the difference among the four scores, so this would make the peer assessment easy to do. It may help students to sum up the scores if you added a column to the right where they record the score of each box they ticked off. With five categories and scores ranging from  1 to 4, a very good student could get 5 x 4 = 20 points.  This column could also help to make it easier to see the areas done well and the areas needing improvement.

Leonne

Hi Naz. 

You've obviously put a lot if thought into this. I think the categories down the left are spot on. 

I decided to try taking the role of a student while I read through the rubric and found myself unsure of the distictions between (eg. in the last row): 'almost always', 'usually', and 'often'. If English were not my first language, it would be even harder for me to arrange from high to low. 

I (with my educator hat back on) wonder if collapsing from 4 levels of proficiency to 3 might make picking descriptors easier. Then, for example your last row might read: almost always (generally?), periodically (sometimes)?, rarely (infrequently?). That could make it easier for students to recognize behavior patterns. If your students feel that the middle ground is too big, you could involve them in developing a solution. 

You could also test the reliability of the scoring system by having the class use the rubric to assess several role plays (fun to get other instructirs involved) and compare scores. If there isn't enough agreement, they can be asked to pick differentiating words that work better. If you scored the scenarios as well, this would provide a way for each student to reflect on how to adjust his/her standard of work to better meet your expectations. 

You've made a good start here, but simplifying and involving class in developing the rubric can offer some advantages. 

-SueH

Hi Naz,

I am thinking about your question of whether to incorporate peer evaluation into students' grades or, make it a reflective piece without marks associated with it...

The difference may be subtle and may depend on your ultimate goal. I.e. are you (or the peers) evaluating their performance in the group OR whether your goal is for students to be able to reflect on and potentially adjust their behaviours over the duration of the term. If the latter, then the actual score does not seem as important as the discussion, reflection and actions that would come out of this evaluation.

I think your stated intention (making sure that students understand the value of their input into group projects) could be seen in either light. What do you think would work best given what you know about your course and your students?

Bettina

Hi Naz!

Thank you for trying out RubiStar! The final product looks great. Would you recommend/use RubiStar again? 

I like the Rubric very much and think it leaves JUST ENOUGH wiggle room for a student evaluator to also use some reflection and judgement, as opposed to just checking off a checklist. 

QUESTION - To anyone - Does anyone have a rubric for assessing feedback of learners?