AAC&U General Education and Assessment Conference, 2018
¡ Missy Schen ¡ Denise Bostdorff § Civic Engagement Rubric ¡ Michelle Johnson § Quantitative Literacy Rubric ¡ Rohini Singh § Problem Solving Rubric
¡ Small liberal arts college in rural Ohio § Approximately 2,000 students § 100% Complete Senior Independent Study (“IS”) § Part of the Great Lakes Colleges Association (GLCA) ¡ Student learning assessment is primarily department-based § Direct and indirect assessments, often on IS § No signature assignments
¡ Sherman Fairchild Foundation funded 2-year project to help GLCA schools use VALUE rubrics for direct assessment of student learning ¡ Wooster focused on testing rubrics for course-embedded assessment at multiple levels § 13 departments, 36 faculty, 7 VALUE rubrics
¡ Aligning assignments with the VALUE rubrics ¡ Grading assignments vs. assessing with rubrics ¡ Taking a look at assignments ¡ Data interpretation and action ¡ Wrap up and questions
¡ Each row = Dimension ¡ Each column = Levels ¡ Each cell = Performance descriptor ¡ Read the performance descriptors from left to right, determining if the student meets each level as you go ¡ We will consider the rubric as is ¡ Definitions on back
¡ Used for two courses: § 1 st course: Applied rubric to existing assignment § 2 nd course: Adjusted rubric by cutting two dimensions, made assignment more explicit
¡ Group project: Policy proposal ¡ Individual component: reflection ¡ Rubric adapted partially § Did not include “Evaluate Outcomes” and “Identify Strategies” in the assignment or grading § Adapted “Implement Solutions” ¡ Included ideas from rubric in designing assignment and writing instructions
¡ Final research project for Quantitative Research Methods ¡ Did not specifically align assignment with rubric
¡ Using rubric framing language and definitions to help guide language used in assignment and class § Need to be explicit in assignments to reflect rubric dimensions § Not every dimension in a rubric is appropriate for an assignment, course, or discipline § Take care not to turn the rubric into an assignment sheet ¡ Rubrics aren’t equally applicable
¡ Don’t need to perfectly overlap rubric and grading scheme § Pro – make sure students are fulfilling goals of class/discipline not related to rubric (e.g. writing skills and working in collaboration) § Con – time required to both grade and then assess with rubric; need broader scale in grading ¡ Rubric organization can help to think about grading scheme ¡ Can use the rubric as part of grade
¡ Using one of your own assignments or the samples provided, consider: § How well does the assignment align with the VALUE rubric? How would you change the assignment to better fit? § How would you incorporate the VALUE rubric in the grading? Would you change the grading scheme to better fit the rubric?
¡ Critical Thinking VALUE Rubric ¡ 73 First year seminar student final papers Capstone Milestone Milestone Benchmark 0 Mean 4 3 2 1 Explanation of issues 11 21 33 7 0 2.50 Evidence 7 21 36 6 2 2.35 Influence of context and assumptions 8 31 27 4 2 2.54 Student's position 4 21 26 21 0 2.11 Conclusions and related outcomes 5 17 34 16 0 2.15
¡ When interpreting data, consider: ¡ Course goals ¡ Pedagogical choices ¡ Student demographics/development ¡ Data helps you evaluate how well you have reached goals and their particular aspects ¡ In looking at results and making course adjustments: ¡ Pro – being more intentional in teaching and assignments ¡ Con – can over-emphasize criteria where students did poorly, at expense of other criteria
¡ Right now, findings are focused on refining individual courses ¡ Limited in comparing across classes/students without repeated measures
¡ AAC&U ¡ GLCA ¡ Sherman Fairchild Foundation
Handout for: Schen, M., Bostdorff, D., Johnson, M. & Singh, R. (2018, February). Lessons learned from using the VALUE rubrics for course-embedded departmental assessment. Session presented at AAC&U General Education and Assessment Annual Conference, Philadelphia, PA. CIVIC ENGAGEMENT ASSIGNMENT COMM 250 Final Exam Synthesis and Reflection Paper Your final exam reflection paper will be a 6-8 page, double-spaced paper that asks you to pull together material from the course to write a deep reflection on how rhetoric intersects with civic life and how your own sense of civic engagement has evolved throughout the semester. It should cite course readings using appropriate MLA in-text citation with author last name and page number and should be accompanied by a Works Cited in proper MLA format. This essay is due to me, both in hard copy and on Moodle , by Wednesday, December 13, at 2:00 pm. No late work will be accepted. This final assignment is worth 50 points toward your final grade. Reminder of Course Objectives As you prepare, please keep in mind the course objectives, which are that students completing this course should be able to: 1. explain rhetorical concepts covered in the course; 2. identify and analyze the three constituent elements of a rhetorical situation; 3. write an analysis of a rhetorical message in light of rhetorical situations and concepts; 4. construct a message about an issue that applies course concepts in light of a particular situation for civic ends. Writing Prompts Overall, your paper should attempt to answer the question: How does rhetoric intersect with civic life and how has your own sense of civic engagement evolved over the course of the semester ? Be sure to define rhetoric and civic engagement. The goal is to answer this overarching question and also to demonstrate to me your knowledge of the course material and your ability to think critically as you apply it. As you answer the overall question, make sure that you attend to each of the following topics: a. the diversity of communities and cultures; b. the application of communication knowledge and concepts to understanding the ways in which people participate in civic life; c. factors that influence civic identity and what you have learned about your own civic identity; d. civic communication, including listening, adapting one’s ideas based on listening, and tailoring messages to audiences.
Course Readings and Application/Analysis Synthesis and reflection papers should: - incorporate the breadth of material we have covered this semester which, broadly speaking, includes the below topics, although you should refer far more specifically to particular concepts within these categories; - refer to and cite specific readings and page numbers—that is, you should be consistently referring to course readings (and citing appropriately in accordance with MLA; - explain and apply concepts accurately and synthesize. Avoid the temptation of only repeating what the readings have said. Instead, dig deep to integrate ideas and show how they connect. - reflect deeply . Instead of providing clichéd and/or superficial comments, challenge yourself as you reflect on your sense of civic engagement and its evolution. Rhetoric and symbolic action Audiences Rhetors Media and public issues Rhetors and the postmodern world “Fake” news Unsupportive and supportive responses of majority Rhetorical situations group members Public issue letters/emails Political imagination Phone calls to officials Archival messages about World War II, 1950s anti- Publics and counterpublics civil rights documents, 1980s anti-nuke messages Publics in the digital age Language (e.g., narrative, metaphor doublespeak, etc.) President Trump & Twitter Visual rhetoric Internet rhetoric of the KKK AIDS Memorial Quilt #BlackLivesMatter Evaluation In evaluating your essay, I will apply the following the criteria: 1. Have you fully responded to all parts of the writing prompts? 2. Does your essay have an overall thesis that answers the overarching question and that ties the various parts of your essay together? 3. Does your essay draw on a wide range of course readings, both the text and the ERES and online readings, in responding to the writing prompts? 4. Does your essay demonstrate accuracy in both explaining and applying concepts from the readings? 5. Does your essay synthesize course concepts rather than simply repeating what the readings say? 6. Does your essay demonstrate deep thought and self-reflection in its analysis? 7. Does your essay make use of brief examples to illustrate your points? 8. Does your essay cite readings internally by author last name or organizational author name and, when page numbers exist (as they do for almost all readings) by page number? 9. Does your essay have attached to it a Works Cited with the list of readings that you actually referred to, in proper MLA? 10. Is your essay written well? Are the ideas presented clearly, and does the essay follow the writing guidelines for the class?
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