Christopher Brown

Issues when using rubrics can arise from them either not being developed correctly or not being explained correctly. If you can't look at it and see exactly what is expected, then it is ineffective and can cause more harm than good. I do have projects that are Pass/Fail (either it all works or it doesn't work) because that is more indicative of the real life application of the material, but I also use rubrics for evaluating projects where it can be broken down into clear parts.

Rubrics not only allow the students to know exactly how an assessment will be graded, but it can also provide them with a structure for completing a task.

As long as they are active and engaged, the students should be able to thrive in the online environment. The difficulty is bringing up the motivation level for those that do not want to engage.

Technical skills may also be limited by the devices provided. I have had students who cannot do assignments because of them using the iPad instead of a desktop or laptop. In fact, I have parts of an entire class that CANNOT be completed on the iPad. These instances have been brought up multiple times and still the devices are being given. Some may say to tell the students to use their own PCs, but I have had students who do not have them and are then stuck. They have to hunt and find a PC or schedule time away from… >>>

Communication and motivation are the two main non-technical skills that should be encouraged. Communication not just with instructors but with other students and understanding that they are a part of this community. Create that sense of doing things together and it will make them more motivated to come to classes.

Time management seems to be the big issue these days along with a lack of self-motivation. Students see this, especially in the summer, as a large block of free time and may tend to take more leisurely activities instead of schoolwork. Granted, not all, but some. It was asked many times of me that if they just do the discussions does that count as attendance. I had to tell them that I require attendance to the online sessions because we discuss a wide variety of topics related to the material that may not show up in discussions. I have had… >>>

If I am understanding this correctly, it is a way to not so much measure their retention and memorization, but rather progress along the scale of understanding the material. 

No matter what type of assessment, if it isn't accurately representing real world application of the material or a realistic understanding of the material, then it is pointless and needs to be redone. It must also, of course, be geared towards their current level of understanding. I like to use practical applications whenever possible for the assessments.

Linking any of these to real life examples and how they can apply it is the key to it all. I came into a department and the assessments seemed random. Like they were just slapped together to make a project longer. I said to myself that they were nothing like reality and I went about revising them to more accurately reflect real-world examples. Now when students ask why they are doing this assessment, I can say that it is exactly like a scenario encountered in real life and give an example. Makes it more desireable and more informative.

The most difficult thing that I have found is that I am a person who likes to work in hand with students. It is hard for me to do that online. See, when a student used to have trouble with a program or web page or something similar, I could walk over, point to a line or two and say that the error is there or in that general area. Now, I can't. Especially if I use Canvas to communicate. So with my tools, I have to have them post a screenshot or share their screen for me to do… >>>