Doing my reading for the monthly iEarth journal club… Thanks for suggesting yet another interesting article, Kirsty! This one is “Teaching with rubrics: the good, the bad, and the ugly” (Andrade, 2005) — a great introduction on how to work with rubrics (and only 2.5 pages of entertaining, easy-to-read text, plus an example rubric). My summary […]
I wrote about involving students in creating assessment criteria and quality definitions for their own learning on Thursday, and today I want to think a bit about involving students also in the feedback process, based on an article by Huisman et al. (2019) on “The impact of peer feedback on university students’ academic writing: a Meta-Analysis”. In that […]
I’ve been a fan of using rubrics — tables that contain assessment criteria and a scale of quality definitions for each — not just in a summative way to determine grades, but in a formative way to engage students in thinking about learning outcomes and how they would know when they’ve reached them. Kjersti has […]
I’ve been a fan of working with rubrics for a long time, but somehow I don’t seem to have blogged about it. So here we go! Rubrics are basically tables of learning outcomes. The rows give different criteria that are to be assessed, and then performance at (typically three) different levels is described. Below, I’ll […]
I just love giving students choice: It instantly makes them more motivated and engaged! Especially when it comes to big and important tasks like assessments. One thing that I have great experience with is letting students choose the format of a cruise or lab report. After all, if writing a classical lab report isn’t a […]
I’m still inspired by Cathy’s work on “co-creation”, and an episode of “Lecture Breakers” (I think the first one on student engagement techniques where they talked about letting students choose the format of the artefact they do for assessment purposes; but I binge-listened, and honestly, they are all inspiring!). And something that Sam recently said […]
Social media is a great tool in science communication, so learning how to use it well is helpful not only for people who self-identify as science communicators, but also for scientists and scientists-to-be. Teaching social media science communication skills I’ve explained why I think that that is generally a good idea in our recent virtual […]
