Grading Service-Learning Projects Brenda Marsteller Kowalewski Community Involvement Center Weber State University

2 Presentation Topics Purpose of Grading/Assessment Connecting to course objectives What is actually being graded? How are these assignments graded? Determining the weight of the service- learning project

3 Purpose of Grading/Assessment To provide faculty with a measure of what was learned. To provide feedback to students on what is expected of them, what they have done well, what they need to improve on and how.

4 Connecting to Course Objectives Grading is the act of measuring student learning outcomes. Student learning outcomes are derived from course objectives. Worksheet on five general academic learning goal categories in which service-learning can enhance academic learning.

5 Worksheet 1: Establishing Academic Learning Objectives Course-Specific Academic Learning Understanding specific course concept - cultural capital Generic Academic Learning Critical thinking skills Learning How to Learn Learning how to apply academic knowledge in the real world Community Learning Learning about a particular social issue Inter- and Intra-Personal Learning Learning how to work collaboratively with others

6 What is Actually Being Graded? NOT the service. The learning. The strategies you use to teach the academic learning objectives you just identified. What activities in the classroom will enable students to meet academic learning objectives? What assignments outside of the class will enable students to meet academic learning objectives?

7 Activities in the Classroom Small group discussions One-minute reflection papers Poetry and metaphors Presentations Collage On the Fence, Off the Fence Tapped into Citizenship Others?

8 Assignments Outside the Class Integrative papers Structured journals Reflective interviews Scrapbook or collage Video Portfolios Participation and performance at the service site Others?

9 How are these Assignments Graded? Literature on assessment lacks best practices for grading service-learning projects. Assessment literature – assessing impact of service-learning on students based on their self evaluation. Bibliography in handouts

10 How are these Assignments Graded? Difficult but the more structure provided in the assignment, whether it be in class or out of class, the better. Gives you the ability to evaluate first if they addressed what was assigned. Then you can evaluate the quality of the response to the assigned question. Rubrics helpful here

11 How are these Assignments Graded?: Rubrics Often times used for journals or portfolios (two very popular assessment strategies in service-learning) Some very general – example from Rubrics handout (in packet) Some very specific – article by Marchel (in packet) There is no magic rubric. Design your own to fit your specific learning objectives and service-learning project.

12 How are these Assignments Graded? Site Supervisor Evaluation Faculty aren’t always in the field on site to observe students when they are actually engaging in service. See example in packet Student Self Evaluation Gives the faculty member insight into how the student would rate themselves in the project. See example in packet

13 Other questions about grading Do all assignments have to be graded? Not necessarily. Participated in an in-class reflection exercise, then they got the points for being there. Do we grade the level of participation in the assignments? Sometimes evaluated on a scale or again, using a rubric. Participation in class or small group discussion Do we grade the level of participation in the service project? What if a student does not complete the required number of hours? Could reject all service-learning assignments because hours were not fulfilled. Could adjust the scores on completed s-l assignments to reflect the percentage of hours completed.

14 Determining the Weight of the Service-Learning Project What percentage of the course objectives are being taught via the service-learning assignment? What assignments teach these objectives? Weight accordingly What percentage of the course objectives are being taught via other teaching strategies? What assignments teach these objectives? Weight accordingly