Refocus Podcast Rubrics to Assess Academic Standards « Education with Technology Harry G. Tuttle

Refocus Podcast Rubrics to Assess Academic Standards

Published January 30, 2007 Academic , Assess , Assessment , Podcast , Podcasting , Rubric , Standard , Student , learning 9 Comments

I am helping a teacher do some podcasts so I decided to look at some existing podcasting rubrics.

http://www.beaut.org.au/podcastrubric3.pdf

http://sblogs.writingproject.org/filer/yvpBawpManilaWebsite/ejmaterials/schoolInTheCouleePodcastRubric.pdf

http://ed-cast.org/rubric.aspx

http://school.discovery.com/schrockguide/evalpodcast.html

http://www.thecrossroadsschool.org/glickman/podcast/Rubric_podcast.pdf

I believe that a rubric should assess student growth on a critical component of an academic standard. I believe that technology is a tool that supports student learning and is not the purpose of student learning.

I found that in ALL of these rubrics the value of standards-based learning was considered equal to voice quality, art work, introduction, etc. Student learning of a critical component of a standard counted for 1/6 or less of the rubric grade.

Let’s refocus the rubrics so that student learning of an academic standard is weighted the most, like 70%, and all other podcast rubric items support that standard. We can re-work it so that all items focus on the standard such as Does the art work help convey the standard? Does the student voice quality help to emphasize key vocabulary in the standard? If we do not refocus the rubric, then we cannot use it to evaluate student standards-based learning. A non-weighted, non-refocused podcast grade means little, if nothing.

Do you use a podcast rubric that focuses on an academic standard? Please share it.

——————————–

9 Responses to “Refocus Podcast Rubrics to Assess Academic Standards”

Feed for this Entry Trackback Address

1 Jenny Ashby June 4, 2007 at 4:41 am

Hello,
My podcast rubric was not to measure the standards in any domain. It was made to measure the ability to create a podcast from a technology point of view, that is just how to make a podcast. Our students were also interviewing people for the 125th and so some reference was made to this outcome.

I don’t think anyone’s rubric can be used as it is. Rubrics need to be created with student input and for different reasons. Assessment for, as and of learning.

Using a rubric already created for another class could be useful for the teacher to get some ideas for direction when creating the rubric with students.

The context of the rubric is always important and why it’s being used.

Reply
2 hgtuttle July 4, 2007 at 1:04 pm

My question is why we measure the technology aspects of a project and not the educational ones? When we create a technology rubric for a project, we are saying that the purpose of the project is technology. I feel we should have academic rubrics for all projects. If we are not doing the project for academics, then why are we doing them?

Reply
3 Olga J. Blom September 25, 2007 at 9:12 pm

I agree that technology is one of the tools we use to support our learning … and what a fantastic tool it is … Web 2.0 is mind boggling! Certainly in assessing student learning of outcomes, other than technology outcomes, the tool we use should be less significant in the weighting given it, for grading purposes. Technology can enhance learning but it in itself is not the learning.

Reply
4 Howie DiBlasi October 9, 2007 at 9:46 pm

You have some excellent references for Assessment and Technology..my I share them with my peers, teachers and administrators.. and others.

I am sharing a presentation at a conference and would like to provide your site as a link and contact.

Tks

Reply
5 hgtuttle October 10, 2007 at 4:59 pm

Howie,
Please feel free to refer people to this blog or to use the resources. I do workshops on it if the people are interesting – particularly in the area of formative assessments in standards-based learning
Harry

Reply
6 Simon Robinson June 12, 2008 at 7:58 am

This is a very belated comment but may be picked up…
IMHO you can have your cake and eat it too but the overall assessment framework needs to be clarified. Based on the statement in the post “…counted for 1/6 or less of the rubric grade.” I am assuming the overall rubric result is condensed into a single grade (be it A-E or whatever). If this is indeed the case I agree, the weightings need to reflect the emphasis of the course. If this is not the case e.g. you wish to provide timely, detailed feedback to students across a number of aspects of a multifaceted task with no single “letter grade” it’s less of an issue.
I respectfully disagree with Olga. Technology can (and should?) be the learning as well. Otherwise why use it? We are required to report to a technology standard as well as others (as is Jenny – Hi Jenny!)
I have often pondered why you would wish to lose all the useful information contained in a rubric by condensing it to a single letter. Who benefits from that?

Reply

1 Podcast Rubric for Standards- Based Student Learning « Education with Technology Trackback on March 1, 2007 at 12:05 am
2 links for 2009-04-25 « Nelson Piedra Trackback on April 25, 2009 at 2:05 pm
3 links for 2009-04-25 « Eurlatam’s Weblog Trackback on April 25, 2009 at 2:23 pm

Education with Technology

Digital Age Assessment: Learning in Web 2.0 (NECC 09) June 23, 2009
How do we assess students’ learning in these in Web 2.0 environments? We want to go beyond assessing the mere mechanics of using these tools; unfortunately, most current rubrics for Web 2.0 learning devote only a minuscule amount (usually 16% or less) to actual student academic learning. We want to refocus our assessments to reflect [...]
hgtuttle
Assessing Learning with Web 2.0: Twitter in the Classroom June 23, 2009
As teachers think about using twitter in the classroom, they can consider how they will evaluate the various academic skills that students learn. This digital age learning twitter rubric hopefully can assist them. My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
hgtuttle
Assessing Learning With Web 2.0: Videoconferencing June 22, 2009
As students use Web 2.0 tools such as videoconferencing/Skype, etc. to interact with peers and experts, we need a tool to assess their learning. This digital age learning rubric focuses on expert videoconferencing. My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
hgtuttle
Assessing Learning with Web 2.0: Blog/Wiki Rubric June 22, 2009
As more and more teachers have students use blogs or wikis, the teachers benefit from having a rubric that assesses student learning rather than the mechanics of a blog or wiki. This rubric focuses on the communication skills that students demonstrate in using a blog or wiki. My book, Formative Assessment: Responding to Students, is available [...]
hgtuttle
Assessing Learning with Web 2.0: Podcast June 22, 2009
Many teachers want to involve their students in podcasting yet they are unsure of how to evaluate such Web 2.0 digital age learning. I offer this podcast rubric as a useful tool to focus on learning, not the technology. My book, Formative Assessment: Responding to Students, is available through Eye-on-Education. [...]
hgtuttle
Assessing Learning with Web 2.0: Movie Producing/YouTube June 22, 2009
As teachers begin to have their students produce videos and share them about learning topics, teachers can benefit from having a digital age rubric that assesses the learning and not the mechanics of producing a video. Here is a Web 2.0 rubric on producing a video that focuses on 21st century skills. My book, Formative Assessment: [...]
hgtuttle
Assessing Learning with Web 2.0: Images/Visuals/Flickr June 22, 2009
When we apply critical thinking to how we use images/photos/flickr in Web 2.0, we can assess how well our students communicate. The following rubric applies the “Universal Intellectual Standards” by Linda Elder and and Richard Paul which was modified by Gerald Noisch in his Learning to Think Things Through. Tuttle’s Web 2.0 Assessme […]
hgtuttle
Assessing Learning With Web 2.0: Social Bookmarking June 22, 2009
Teachers often have students do social bookmarking so students can share information with the teacher and other students. Here is a rubric to assess this digital age learning. My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
hgtuttle
Assessing Learning with Web 2.0: Partnership for 21st Century Assessment June 22, 2009
As teachers look at possible projects involving Web 2.0 tools, they can pre-assess using general 21st century skills assessments. Furthermore, they can use these general assessments during and after a learning experience. Assessing 21st Century Skills in the Classroom Using Partnership for 21st Century concepts Hotchalk, Jan 10 2009 http://www.hotchalk.com […]
hgtuttle
Assessing Learning With Web 2.0: enGauge 21st Century Skills June 22, 2009
Several years ago, enGauge published its 21st Century Skills list. This collection provides the basis for assessing any Web 2.0 tool-based project. My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
hgtuttle

Education with Technology Harry G. Tuttle