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Creating/Aligning Rubrics to Learning Experiences

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Creating/Aligning Rubrics to Learning Experiences essay assignment

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Respond to the discussion #2 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.

 

Reminder:

1.      One page only

2.      Put APA citations and references between 2011 – 2016… References that are below 2010 are obsolete already….

 

Creating and Aligning Rubrics to Learning Experiences

 

 

Discussion #2:  End of Life Interventions: Can they cause more harm than good.

This lesson plan explains why tube feeding, IV’s and forced feeding may not be beneficial to a patient at the end of life. The audience is student nurses and nurses. In the lesson plan, students are asked to create a video to explain to families why feeding may not be beneficial at the end of life.  In order to create a rubric for the video, I used 3 criteria:  Concept, Video, and Sound Set up.  The students must clearly be able articulate the concept they are presenting, the video must be complete and well presented and the sound must be clear. The students are graded on the completeness of each category. As the quality of the rubric criteria decline, so does the grade. The lesson plan and rubric are attached.Wk9Assgn1GarrisonR Updated.doc

I was surprised it was so easy to create a clear, concise and meaningful rubric. Truemper (2004) discusses how rubrics assist students by giving credit where it is due and by indicating areas needing improvement. Rubrics, as I have discovered, can be customized to fit the intended context (Truemper, 2004).

Isaacson and Stacy (2009) discuss more rubric benefits. The authors indicate that objective specific rubrics become more real to the student and allow critical thinking during self-evaluation (Isaacson & Stacy, 2009).  I have followed rubrics more closely in this current semester at Walden than any other. I have found that with Walden assignments, there is a direct correlation between the grade and the assignment. With a clear rubric, the grade is undisputable.

References

Isaacson, J. J., & Stacy, A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9(2), 134–140.

Truemper, C. (2004). Educational innovations. Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students. Journal Of Nursing Education43(12), 562-564.

 

Additional References:

 

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.

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