~ See slides 15, 16, & 17 for the impact of various teaching practices on student achievement.
~ The paper that goes with the slides --> http://akoaotearoa.ac.nz/download/ng/file/group-4/n3469-the-black-box-of-tertiary-assessment---john-hattiepdf.pdf
[Note: "Self-reported grades" means getting students to raise their expectations of themselves. See this video at http://vimeo.com/41465488]
Also on Gibbs from the same website -- "10 pedagogic principles underlying the use of assessment to support learning". I've picked those germaine to this workshop:
"(8) Feedback should be appropriate in relation to students' understanding of what they are supposed to be doing.
(9) Feedback needs to be received and attended to.
(10) Feedback should be provided in such a way that students act on it and change their future studying."
See also this page from Cornell. It provides a way for you to scaffold students' use of rubrics as well as links to examples and resources.
Here is a sample strategy for introducing rubrics to students:
~Provide samples, or smaller sections of samples, of a complete assignment (consider asking previous students for permission to use their assignments as samples, provided that you remove their names).
~Have students evaluate the assignments individually using the rubric.
~Have students share their results with a partner and justify their evaluation by explaining how they used the rubric.
~Ask a few pairs to share their responses with the class. (Paying attention to students’ reactions/interpretations of the rubric is useful and may inform rubric adjustments).
~ Provide your own evaluation of the sample assignments and explain how you used the rubric to assess the work.
More from the Carl Wieman Centre at UBC --> http://www.cwsei.ubc.ca/resources/instructor_guidance.htm
The techniques are organized according to level of thinking
~assess prior learning, recall, understanding
~synthesis & creative thinking
~application & performance
~analysis & critical thinking
The person who created this slide show uses the creation of rubric criteria as a way to get students to frame big questions for a course.
LiveBinders is a free resource you can use to collect resources and create assignment sheets for students.
I am not convinced these are really of value to learners -- to me the categories are laden with general words and the focus too much on what learners don't do at each level rather than on the proficiencies they need to be able to demonstrate (e.g. the " Inquiry and Analysis VALUE Rubric").