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.
Harry Tuttle's Web 2.0 Videoconferencing Rubric
My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
I like the digital age learning rubric for web 2.0 tools like videoconferencing. I can see a real need for it in the classroom.
The idea of videoconferencing with experts is a great one but someone needs to help Mr Tuttle with good rubric design. This fails to tell students on a scale what to do in order to be successful. The scale should indicate that to do their best they will demonstrate X, Y & Z (thus earning 10pts–if that’s what it is worth). If they do X & Y they earn 5pts, and so on. Put the criteria down the side and make sure they are measurable. (IE. “meaningful learning” is not a measurable outcome. It needs to be more specific and a single rubric doesn’t meet all.) Words describing performance should go across the top and in the boxes below it put what students will accomplish in each criteria to earn that grade. Also limit the criteria to only 4-5 and the scale across the top to 4 options that can correspond to point value such as Outstanding, Very Good, Needs Improvement, Poor. Words give students a better guide in terms of what to strive for. Limiting it to an even number forces the assessor to choose which side of the aisle the student falls on. You will find it nearly impossible to truly assess at which level students have preformed if you have too many criteria. Play with http://rubistar.4teachers.org/ as a rubric maker to get some idea of a better design. What is listed here is more a list of expectations for what you want the presenter and students to do. These are not criteria upon which one can assess what students know and are able to do as a result of the experience. Perhaps provide the list to the expert so (s)he knows how to prepare but also provide a true rubric demonstrating on what students are to be assessed.
Lauren,
You are correct that these are not fully developed rubrics. The rubrics at rubistar have many more words but often are vague in what is really being assessed. The tend to use educational jargon that students often do not really understand.
I’m more concerned about the content of the rubric. Does the rubric measure important content about learning with Web 2.0? Getting hung up on rubric format before we focus on what is the content learning seems backward to me.
Harry