Online Engagement: Rubrics
Rubrics are essential tools in
assessing student learning and course content understanding; besides, they can
be used to provide timely feedback and guidance for students. Rubrics also
allow faculty to determine whether a student is meeting specific requirements
of an assignment or discussion or even a learning outcome included among the
course specific objectives. Also, rubrics provide the opportunity for an instructor
to give explicit feedback on the same features of an assignment along with a
summative and/or formative assessment.
In ELT reading skills and literature
courses, e.g., where lots of narrative samples have to be read by the students,
a WebQuest can be a simple and accurate way of testing student understanding.
In Reading Skills II, a course that in the English Language Teaching major
students must take, it is common at Universidad Latina to use the PBL
[Project-Based Learning] philosophy geared at having students use WebQuesting
as part of their autonomous learning and reading skills training. Students are
provided with a series of short stories that they have to read and analyze
along the quarter, and a sample reading series of activities learners must
carry out can be accessed at http://bin-08.blogspot.com/2012/05/webquest-quiz-1-version-b.html,
which is a sci-fi story written by Elizabeth van Steenwyk entitled Something Funny.
Elizabeth
van Steenwyk
For any kind of Internet-Based Learning
[IBL] task a rubric has to be designed. The idea behind having a rubric for a
WebQuest is not just to guide the student but to have them become aware of the
aspects s/he will be graded on. For the Reading Skills II students, this is
what they were confronted with:
School of English
BIN-08 Recounting
the Story, Plot Analysis
Prof. Jonathan Acuña Solano Assignment’s
Total Points: 30
Student’s Name: ____________________________ University’s Term: I /
II / III
CATEGORY
|
Excellent
|
Good
|
Fair
|
Conflict
Identification
|
Student
identifies conflict stated at the beginning of the story
Points
5 – 4.75
|
Student
has some trouble identifying the conflict in the story
Points
4.5 – 4 – 3.5
|
Student
barely identifies the conflict present in the story
Points
3 – 2 – 1 – 0
|
Rising Action
Description
|
Student
is able to retell the story’s main events accurately
Points
5 – 4.75
|
Student
is somewhat able to recount the story’s main events with some difficulty
Points
4.5 – 4 – 3.5
|
Student
includes a glimpse of the main events in the story
Points
3 – 2 – 1 – 0
|
Climax
Identification
|
Student
spots climax of the story without any trouble
Points
5 – 4.75
|
Student
has some problems identifying climax in the story
Points
4.5 – 4 – 3.5
|
Student
barely locates or does not spot the climax in the story
Points
3 – 2 – 1 – 0
|
Resolution
Statement
|
Student
states story’s resolution effortlessly
Points
5 – 4.75
|
Student
has trouble identifying the story’s resolution
Points
4.5 – 4 – 3.5
|
Student
is not able to identify story’s resolution thoroughly
Points
3 – 2 – 1 – 0
|
Use of Grammar and
Punctuation
|
Great
use of grammar structures and punctuation
Points
5 – 4.75
|
Some
faulty use of syntactical structures and problems with punctuation
Points
4.5 – 4 – 3.5
|
Lots
of grammar mistakes and a fair use of punctuation
Points
3 – 2 – 1 – 0
|
Use of Web
Resource
|
Student
makes great and create use of the Web resource provided to retell story
Points
5 – 4.75
|
Student
makes good and creative use of the Web resource provided to recount story
Points
4.5 – 4 – 3.5
|
Student
makes fair use of the Web resource provided to tell the story again
Points
3 – 2 – 1 – 0
|
COMMENTS:
If the rubric above gets to be compared
with the WebQuest learners are provided at the class blog [http://bin-08.blogspot.com/2012/05/webquest-quiz-1-version-b.html],
they both go hand in hand with everything students are asked to do for their
literary analysis; there are no tricks or hidden steps the “average” student
will have to follow to achieve the learning goal of the task. Not only are
students’ works published by them on their personal reading blogs online, but
they are also provided with the summative and formative feedback needed to
shape their newly acquired understanding of the Formalistic Approach for
literary understanding.
? To
fully comprehend the scope of this teaching reflections, it is highly advisable
that the following topics must be expanded further:
·
Summative Assessment
·
Formative Assessment
·
WebQuesting
·
Internet-Based Learning
Professor Jonathan Acuña-Solano
ELT Trainer, Instructor &
Curriculum Developer based in Costa Rica
Contact Information:
Email: jonacuso@gmail.com
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Pronunciation
Development
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Reading Skills
Development
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Curated Topics
Online
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Article
published on Monday, May 5, 2014
How to quote this
blog entry:
Acuña, J. (2014, May 5). Online
Engagement: Rubrics. Retrieved from Reflective Online Teaching Website: http://reflective-online-teaching.blogspot.com/2014/05/online-engagement-rubrics.html
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