This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
An introduction to the flipped course, a course design style that is more consistent with theories of human learning than traditional lecture-style courses and supported by educational research.
An introduction to instructor feedback, including examples.
This resource provides an explanation of a hybrid streaming course design model, sometimes referred to as HyFlex, and faculty considerations for course planning and design.
A review of instructor and student-led types of academic discussion, and specific processes for how each type may be conducted during class.
An introduction to Bloom’s Taxonomy and its use in designing course learning objectives and assessments.
A description of five in-class activities that promote active learning in classes with large student enrollments. Though the activities work particularly well in large classes, they may be used in any size class.
Questions for faculty observing a peer’s class to evaluate the active learning taking place in an onground or synchronous online class. Active learning are activities in which students practice course concepts during class.
Considerations and ideas for implementing critiques in your course. This resource is applicable to various disciplines and modalities. Critiques might also be referred to as peer review, review, analysis, evaluation, assessment, appraisal, criticism, or critical commentary.
Active learning techniques are highly structured and planned activities. The instructor and students have steps to complete before, during, and after. This document is a planning guide for facilitating in-class active learning.
Center for Excellence in Teaching