Mark BurrisDirector of Scholarly Technology and Resources (STaR)

Using CE6 Assessments and Grading Form Tools

Reading assignment(s)

Discussion assignment(s)

Module/Unit exam

Discussion assignment (formative) Low points Participation

Module/Unit exam (summative) High points One attempt

Problem: High point exams inadvertently emphasized

lower end of Bloom’s taxonomy at module conclusion

Summative exam failed to promote mastery of terms and concepts early in the learning process

Summative exam failed to scaffold higher order learning processes

Discussion postings did not demonstrate the desired learning outcome

Solution: Invert the processModule/Unit exam (formative)

Low points Multiple (unlimited) attempts Large database

Discussion assignment (summative) High points Detailed grading rubric

Exam and Reading Assignments (formative) Low points on lower end of Bloom’s taxonomy

establishes proper learning emphasis Large database reduces memorization effects Exam reinforces reading; reading reinforces exam Multiple (unlimited) attempts promotes mastery

learning outcomes Multiple (unlimited) attempts scaffolds higher

order learning exercises (discussions)

Discussion assignment (summative) High points on higher end of Bloom’s taxonomy

establishes proper learning emphasis Detailed grading rubric communicates high

expectations and scaffolds quality discussions Students learn to use terms and concepts

correctly in meaningful academic conversations Collaborative learning results from applying

concepts to real-world problems/experiences

Student response: Poor first assignment outcomes Vocal outcry against rubric and instructor Kuebler-Ross Grief Stages: denial, anger,

bargaining, depression, and acceptance Better second assignment outcomes Better yet subsequent assignment

outcomes Meaningful academic conversations Expressed enjoyment of the learning

process

Problem: Student expectations must be

reformulated Multiple attempts on exams requires

large question database and thoughtful settings

Discussions are not easy to grade! That’s a lot of discussion grading! That’s a lot of discussion grading!!!!!

Solution: Bb’s Grading Form Tool Customizable Learning Rubric(s) Available to students on each assignment

prior to submission Provides standard and customized

feedback Easy to grade and automatically updates

to the Bb Grade Book tool Feedback available to students as a

button on their MyGrades tool

Recommendation: Open two windows, one for your course and one for a file containing commonly used feedback comments.

Bb’s Grading Form tool benefits: Ease of grading encourages instructors to use

more discussions and collaborative learning Rubrics scaffold student learning process

throughout the learning exercise Student feedback communicates high

expectations and customized instructions Courses are easily redesigned to promote

interaction between low and higher order learning

Questions?

Contact Information:Mark BurrisDirector of Scholarly Technology and

Resources (STaR)University of Arkansas at Little Rockmfburris@ualr.edu501.683.7440