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Drawing inspiration from [http://zotero.org Zotero], Rubrick aims to address that gap by providing an in-browser mechanism for assessing online work. While at first glance it seems like a tool to ease and simplify faculty work -- and it is -- it more fundamentally improves student learning in the following ways: | Drawing inspiration from [http://zotero.org Zotero], Rubrick aims to address that gap by providing an in-browser mechanism for assessing online work. While at first glance it seems like a tool to ease and simplify faculty work -- and it is -- it more fundamentally improves student learning in the following ways: | ||
1. Rubrick allows evaluation rubrics to be shared and reused, and so facilitates normalizing of rubric evaluations. So, for example, a teacher will be able to allow all students to use the same rubric to assess example work, and discuss the results in class. This lets the teacher and students get on the same page about what the rubric evaluates and how. | 1. Rubrick allows evaluation rubrics to be shared and reused, and so facilitates normalizing of rubric evaluations. So, for example, a teacher will be able to allow all students to use the same rubric to assess example work, and discuss the results in class. This lets the teacher and students get on the same page about what the rubric evaluates and how. (N.B. -- accrediting organizations tend to like this, too). | ||
2. Rubrick encourages sharing and comparison rubrics. Online student work is still new territory for educators, and it does not have the old familiar standards of evaluation that the traditional X-page paper has. We need to widely share how we evaluate students' online work so that we can grow pedagogically and bring that growth into the classroom to improve students' use of the web for academic purposes. Making rubrics we use public will foster that growth. | 2. Rubrick encourages sharing and comparison rubrics. Online student work is still new territory for educators, and it does not have the old familiar standards of evaluation that the traditional X-page paper has. We need to widely share how we evaluate students' online work so that we can grow pedagogically and bring that growth into the classroom to improve students' use of the web for academic purposes. Making rubrics we use public will foster that growth. | ||