Integrating Rubrics To Assess Higher Order Thinking Skills
Participants will learn how to design, integrate and utilize rubrics to more effectively assess students’ higher order thinking skills.
Research indicates that students direct their time and attention toward course activities that directly impact their grade. As such, it is essential that learning objectives and grading rubrics are clearly aligned to ensure students focus on the aspects of learning deemed most important. While higher-order learning objectives (i.e., analysis, synthesis, evaluation) are frequently the goal of a learning experience, grading rubrics often tend to focus on lower level learning objectives (i.e., understanding and application) and assignment guidelines (i.e., length, style, format, etc) that are easier to assess. While rubrics provide an efficient means for faculty to improve student learning, facilitate communication with students, and enhance academic quality, the value of a rubric rests on its alignment with the targeted course objectives. Participants will explore various types of rubrics and learn how to design rubrics targeting higher order thinking skills.
- Construct a rubric that identifies learning competencies and differentiates performance levels
- Integrate rubrics as a component of assignment guidelines to provide feedforward information
- Create rubric standards to assess higher order thinking skills
- Differentiate the purpose, utility and value of various types of rubrics
- Explore sample rubrics for assessing papers, videos, discussions, and other applied-learning activities
- Online Learning
- Faculty Development
- Any educator interested in learning more about designing rubrics that target higher-order thinking skills
“Students’ time and attention is focused on what we grade. If we want students to demonstrate higher-order thinking skills, we must focus our grading on these dimensions.”
“If we want to encourage students to think more deeply, it is essential that we articulate what this type of thinking looks like. Creating clear, detailed rubrics that operationalize abstract goals such as “synthesize” or “evaluate” is the first step in motivating higher-order thinking in our students.”
B. Jean Mandernach, Ph.D. is Executive Director of the Center for Innovation in Research and Teaching at Grand Canyon University. Her research focuses on enhancing student learning in the online classroom through innovative instructional and assessment strategies. In addition, she has interests in the development of effective faculty evaluation models, perception of online degrees, and faculty workload considerations. Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, an M.S. in experimental psychology from Western Illinois University and Ph.D. in social psychology from the University of Nebraska at Lincoln.
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We take quality seriously, and so all of our workshops are top notch in terms of content and look. However, if we know how you plan to use StudentLingo (FYE, Retention, Probation, TRIO, etc.), we can make workshop recommendations.
Funding is a little tight, how many workshops can I get for $XX?
You can buy the entire StudentLingo package (48 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.
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This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.
How have other schools leveraged reporting?
- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
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- I think a great way to get started on how you want to use the data is to ask yourself some questions:
- How will I know if StudentLingo was successful?
- What do I hope students will gain from access to StudentLingo?
- What data is important for me to know in order to show that StudentLingo is a worthwhile purchase?
What is TutorLingo?
TutorLingo is a series of 9 online training modules that prepare tutors by providing the basic skills necessary to support their peers in becoming more independent and strategic learners.
Should the TutorLingo trainings be viewed in any particular order?
No, each training is a stand-alone workshop, and they can be viewed in any order.
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The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
Do CRLA members receive a discount on TutorLingo?
Yes. CRLA members receive a 10% discount on TutorLingo.
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Yes. The admin view is an upgrade and costs $500, but gives you the ability to access completion data more efficiently and in real time. If you don’t want the admin view, we provide monthly usage reports.
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ParentLingo is a go-to resource that institutions can easily share with parents to encourage student independence, growth & success. ParentLingo is a shared resource that recognizes and includes parents as partners in the educational process.
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What features are included?
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- ADA Compliant & Responsive Design
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