Difference between revisions of "Rubrics"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
(Provide students with rubrics.)
Line 17: Line 17:
 
More information on VALUE, including rubrics and implementation tools, can be found at http://www.aacu.org/value/index.cfm.
 
More information on VALUE, including rubrics and implementation tools, can be found at http://www.aacu.org/value/index.cfm.
  
 +
 +
Note that assessment exercises are learning experiences, despite the common perception that they exist solely to provide measures of student learning and teacher effectiveness.
 
   
 
   
 
Additionally, Alverno College identifies eight core learning abilities, which are also useful tools. [http://www.alverno.edu/academics/ouruniquecurriculum/the8coreabilities].
 
Additionally, Alverno College identifies eight core learning abilities, which are also useful tools. [http://www.alverno.edu/academics/ouruniquecurriculum/the8coreabilities].

Revision as of 13:41, 13 November 2013


Provide students with rubrics.

Many students in introductory economics classes have no previous economic knowledge in an academic sense. Although there are many reasons that students who are traditionally underrepresented in the field of economics are not successful, one main cause may be a student's lack of understanding of expectations. This void of clear communication of expectations (both understanding by the student and delivery by the teacher) alienates students from the learning process in economics. One excellent way to fill this void is to use rubrics.

Rubrics are a crucial pedagogical tool in economics education for all students. They serve a two-fold purpose:

  1. Rubrics provide a common communication of expectations, both for the student and for the professor. This vehicle of communication is clear and contractual because rubrics are written instead of verbally delivered.
  2. Rubrics serve as a roadmap for academic growth as a student. This ‘rubrics as a roadmap’ concept is particularly important for students who do not come from academic or intellectual backgrounds, and therefore are unaware of the ‘intellectual norms’ within academia.


A good resource for economics professors interested in rubrics is the Association of American College and University’s VALUE resources.

“The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment,” (AACU).

More information on VALUE, including rubrics and implementation tools, can be found at http://www.aacu.org/value/index.cfm.


Note that assessment exercises are learning experiences, despite the common perception that they exist solely to provide measures of student learning and teacher effectiveness. 

Additionally, Alverno College identifies eight core learning abilities, which are also useful tools. [1].


[to be completed]