Designing reflection assessments
A description of a five-step model that instructors can use in designing in-class reflective assignments.
A description of a five-step model that instructors can use in designing in-class reflective assignments.
A video workshop on frameworks to consider when teaching and grading creativity.
A video by Karla Heidelberg describing rubrics.
A stepwise procedure for creating a grading rubric.
A collection of assignment descriptions from actual USC courses. The assignment descriptions follow best practices in terms of connecting the assignment to the course learning objective(s), providing a narrative overview of the assignment, indicating the steps required to complete the assignment, and referencing how the assignment will be graded.
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.
This guide serves as an explanation of using in-class work to evaluate student participation, and why in-class work is preferred over less-structured forms of participation. Suggestions for facilitating in-class work, and samples, are provided.
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.