Session 7: Discussions Tests and Quizzes

1.     Overall, how well did your rubric work?

Even though I did not have an idea of a topic to be graded when I was developing the rubric, I was surprised to find out that all the six categories I had in the rubric helped me to evaluate the students satisfactorily.  

2.     Identify and explain the strengths of your rubric.
RubiStar tool was used to develop the rubric. As pointed out by Christopher Pappas, RubiStar is one of the best free rubric creation tool for teachers that makes grading easier. Others include:Technology General Rubric Generator, iRubric, Annenberg Learner Build a Rubric and Essay Tagger Common Core Rubric Creation Tool. Am yet to try and explore how the rest works but so far I prefer RubiStar.

I had a total of 6 levels of performance each having descriptors which I followed while grading. To me these levels are the key issues to look at when grading an online discussion. They include: Understanding of Readings, Participation, Quality of Writing, Etiquette in Dialogue with Peers, Discussion Postings and Additional Materials.

Elements I was looking at include critical thinking skills, how the student participated in the discussion throughout the week, engagement, presentation and etiquette. 
  

I have tried to compare what I developed and some online sources which guides how to develop rubrics and I see they are almost related. These are the rubrics URLs:

http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/disc1.php

http://www.nursing.arizona.edu/pdf/id_mtsu_discussionboardrubrics.pdf

http://www.udel.edu/janet/MARC2006/rubric.html

3.     Identify and explain one weaknesses of your rubric.

I had to adjust the last category (additional materials) to be in line with what students were presenting. Use of graphics, images, links and references to information related to the topic were never presented in the discussion postings.  I realized from all the responses provided, none of the students used this. I assumed maybe it was not listed as a requirement that is why they did not include them in their discussions.

4.     What changes would you make to your rubric now that you have used it?

Having compared my rubric and the three identified in Q. 2 above, I think I have nothing to change so far.

5. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.

As instructors sometimes we get shocked when we come to realize how students are so smart that they manage to cheat because in the first place, it never dawned on us. But getting to learn how this is done will help to minimize cheating cases. As it is said, it takes a thief to catch a thief. This week red teaming was an excellent one.

The readings broadened my thinking about creating effective online discussions using tools like Voice Threads, Mr. Picasso head website for creating artwork and protocols. Reading different ideas from my classmates gives me a clear understanding about what students expect when it comes to conducting discussions. This is a better way of capturing ideas so that I can implement in online learning.   

I also felt a sense of instructor presence in this weeks’ discussion forum because Dr. Newberry contributed fully to the discussion by posting insightful comments and sharing his personal experiences. This is not dominating the discussion but rather a very informative session. Am glad the instructor had to share this on BB: “I tend to read more than I post, but lately I have tried to force myself to post more so that my "teaching presence" is more available.” And for real this week, your teaching presence was felt.