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.
A description of a norming session, and a recommended facilitation process for holding a norming session that trains multiple TAs of the same course to grade consistently using a rubric.
An introduction to instructor feedback, including examples.
A compilation of teaching techniques and strategies that can minimize unproductive stress in students and support students who are dealing with trauma.
An introduction to Bloom’s Taxonomy and its use in designing course learning objectives and assessments.
This template ties an assignment to the course learning objective it is meant to measure, briefly describes the assignment essentials, outlines the steps to complete the assignment, and references the grading rubric that will be used to assess the assignment.
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.
A set of tips for instructors who are teaching courses with large enrollments (greater than 30), intended to minimize faculty time requirements and workload while simultaneously maintaining student learning. These tips apply for courses of any delivery type: online, hybrid, or face-to-face.
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.
A list of five detailed tips for addressing the specific needs of students who were not raised in American culture.
Center for Excellence in Teaching