Rubrics in Moodle 2

Rubrics are scoring guides including one or more criterion upon which student work is rated, detailed information explaining ratings for each level of student accomplishment, and a point range associated with each level. Rubrics are particularly useful in grading assignments such as essays, where grading can be perceived as being subjective in nature.

A good rubric can

·       provide guidance regarding expectations for an assignment to students

·       allow students to self-evaluate drafts prior to assignment submission

·       aid instructors in scoring assignments and offering feedback to students

Moodle 2 allows instructors to create rubrics for use with Assignments and Advanced Forums. Instructors will have the option to allow students to view the Rubric before an assignment or forum post is submitted, permitting students to ascertain whether their submission meets the criteria for the assignment. Instructors may also use the rubric for scoring during grading, displaying points and text remarks to students upon completion.

The following links to sample rubrics may be helpful to those unfamiliar with this assessment tool:

http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/1_what_is/index.htm

http://www.lmu.edu/about/services/academicplanning/assessment/Assessment_Resources/Rubrics/Example_Rubrics/Creative_Writing_Example_Rubric.htm

http://www.lmu.edu/about/services/academicplanning/assessment/Assessment_Resources/Rubrics/Example_Rubrics/Psychology_Paper_Example_Rubric.htm

Our April 19^th and April 26^th Moodle 2 training events include instruction on the use of Moodle 2 rubrics; if you would like to join us for a morning or afternoon session, please register at

http://svcc.edu/employees/it/training/registration.html

You can also view online tutorials for Moodle 2 Rubrics here:

Creating a Rubric from Scratch video

 How to Create a Rubric as an Advanced Grading Method in Moodle 2

Instructional Strategy Tuesday - Pre- Assessments

Giving formative pre-assessments prior to learning has benefits for both the learner and the instructor.   Asking knowledge and comprehension questions will help students prepare for the a new unit or chapter of study.  

By completing a pre-assessment students are exposed to content in a way that tells them these concepts are important, that they should be looking to understand the content covered in the assessment as the instructor has identified it as important.  It is a way for students to self-assess their progress.   It also helps them focus on the content they will need to spend the most time learning.  If they are successful in one area, but struggled in another, they know they should focus their studies there.

Pre-assessments are also beneficial to the instructor.   They indicate to an instructor what the strengths and weakness of a class might be and can help plan instructional activities accordingly.   They also indicate which students will be successful and which might need more support.   This can be helpful in a classroom situation.  Calling on students when you know they already know the answer can help build student's self-efficacy.  It can also help you avoid putting student's on the spot by calling on them when they do not have that knowledge or skill.

Pre-assessments can be in the form of simple multiple choice or true false tests.  Other forms can include responses in forums, quick writes, or journal entries.