Creating and Aligning Rubrics to Learning Experiences
Respond to the discussion below using the following approaches:
1. Critique the alignment of a colleague’s rubric and learning objectives by offering additional insights from this week’s Learning Resources or current literature.
2. Offer and support additional criteria a colleague could have used to assess learning.
1. One page only
2. Put APA citations and references between 2011 – 2016… References that are below 2010 are obsolete already….
Discussion: Creating and Aligning Rubrics to Learning Experiences
The lesson I chose was how to successfully start a PIV. The lesson consists of nursing students learning how to start a PIV, the materials needed, and the importance of having a PIV. The student will watch a video demonstration of the skill and practice during the break. Additionally, the students are to record their own video on starting a PIV. The objectives of the lesson include:
1. Learners will analyze the importance of having a PIV.
2. Learners will verbalize the items needed to start a PIV.
Creating a rubric can be somewhat challenging for staff trying to include every objective or learning experience. According to Isaacson (2009), creating a rubric can increase students’ critical thinking and provide a more realistic approach to self-evaluation. When creating this rubric, I chose topics that would help the student create a great, meaningful presentation. The students should know that points would be deducted for not speaking clearly and length of presentation. Furthermore, they must provide rationales to support their statements in the video. A purpose statement must be included along with materials needed for the skill. If all components are met, the student will receive full credit. However, the rubric explains how one would lose points if some components of the presentation were missing. I would use a holistic approach when creating the rubric.
Holistic rubrics are use for evaluating assignments that may be difficult to split up into separate parts for scoring, such as oral presentations, where the grade may be more reflective of an overall accomplishment of goals (Truemper, 2004). Since I chose a holistic rubric, I will focus on evaluating the quality of the presentation. A score will be given by the amount of points earned.
See below the uploaded Lesson plan and rubric.
Isaacson, J. J., & Stacy, A. S. (2009). Rubrics for clinical evaluation: objectifying the subjective experience. Nurse Education In Practice, 9(2), 134-140. doi:10.1016/j.nepr.2008.10.015
Truemper, C. M. (2004). Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students. Journal of Nursing Education, 43(12), 562–564.
Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.
Chapter 9, “E-Learning Assessment” (pp. 165–179)
Chapter 9 provides a brief description of each of the following e-learning assessments: rubrics, examinations, discussions, essays/papers, performance assessments, simulations/case studies, and portfolios.
Isaacson, J. J., & Stacy, A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9(2), 134–140. Retrieved from the Walden Library databases.
This article describes how nurse educators can and should use rubrics to evaluate student progress in clinical environments.
RubiStar. (n.d.). Retrieved from http://rubistar.4teachers.org/
RubiStar is a fairly well-known website that allows educators to quickly and easily create rubrics. Educators may choose to access rubrics shared by other educators, modify general RubiStar templates, or create their own rubric. Though RubiStar does allow users to create and export templates without using the free registration, it is highly recommended that you create an account. This will allow you to save, review, and edit your rubrics.
Rubric Tool Tips.(n.d.). http://p4cdn2static.sharpschool.com/UserFiles/Servers/Server_79451/File/Elmwood%20Park/director%20of%20testing/Rubrics_ToolsTips.pdf
Stanford Center for Teaching Excellence. (n.d.). Tomorrow’s professor Msg. #932 general guidelines for developing multiple-choice items. Retrieved February 21, 2013, from http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=932&search=general%20guidelines
At this website, review the nine “General Guidelines for Developing Multiple-Choice Items.”
Truemper, C. M. (2004). Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students. Journal of Nursing Education, 43(12), 562–564. Retrieved from the Walden Library databases.
Edtechteacher. (n.d.). Assessing student learning. Retrieved February 21, 2013, from http://edtechteacher.org/assessment/
This website focuses on rubric creation for multimedia assignments. Use this website to explore numerous rubric examples.
Miller, A. (2012). Tame the beast: Tips for designing and using rubrics. Retrieved from http://www.edutopia.org/blog/designing-using-rubrics-andrew-miller