types of writing assignments Source:

types of writing assignments scientific lab report research paper grant proposal thesis essay questions journal entry lab notebooks others...

common issues

characteristics of effective writing assignments assignments are provided and explained in writing writing assignments are linked to significant course/unit objectives specify the purpose for writing, the audience, the mode or form of the writing, and length assessment criteria are specified due dates are specified longer writing projects are organized in stages source:

more tips  try your assignment  connect with a librarian  define web resources  discuss academic integrity with your students  explore options for promoting academic integrity

aligning with learning objective learning objectives ? formative assessment ? teaching strategies ? lab report

Rubrics Introduction to Rubrics. Stevens & Levi. 2005

Why use Rubrics?  Provide timely feedback  Prepare students to use feedback  Encourage critical thinking  Facilitate communication with students  Level the playing field

Rubric? Huh? I don’t need one of those…. Do i?

Types of Rubrics – Holistic vs Analytical

General vs. Task-Specific  General rubrics contain criteria that are general across tasks. Advantage: can use the same rubric across different tasks Disadvantage: feedback may not be specific enough  Task specific rubrics are unique to a specific task. Advantage: more reliable assessment of performance on the task Disadvantage: difficult to construct rubrics for all specific tasks

Rubric Components Task description Scale Dimensions Description of the Dimensions. Category3210 Focus on topic Content Enthusi-asm Eye Contact Technology Generaliz- ability Time Limit10-20 mins 7-9 mins5-6 minsLess than 5 or more than 20 Oral Presentation Rubric

#1 Task Description  Presents a thorough description of the paper, presentation, lab, film, etc.  Situates assignment in the desired learning outcomes of the course Sample Description: Each student will make a 20- minute presentation on the economic, social, and political changes in the Harrisonburg community, choosing a decade upon which to focus. The student may focus the presentation in any way s/he wishes, but there needs to be a stated thesis and inclusion of photographs, maps, graphs, and/or other visual aids. Examples derived from sources cited on last slide.

#2 Scale  3 level: excellent, competent, needs work  4 level: exemplary, proficient, marginal, unacceptable ExcellentCompetentNeeds Work Dimension 1 Dimension 2 Dimension 3 Dimension 4 Dimension 5

#3 Dimensions  Presents skills, knowledge, and abilities comprising the assignment  Ascribes percentage points to each dimension ExcellentCompetentNeeds Work Knowledge/ understanding (20%) Thinking/ Inquiry (30%) Communication (20%) Use of visual aids (20%) Presentation skills (10%)

#4 Description of the Dimensions  Offers a description of the highest level of expectation; each level down shows the difference between that level and the ideal  Places emphasis on possibility over failure ExcellentCompetentNeeds Work Communication 20% The presentation is imaginative and effective in conveying ideas to the audience. The presenter responds effectively to audience reactions. Presentation techniques are effective in conveying ideas, but a bit unimaginative and some questions from the audience remain unanswered. The presentation does not capture the interest of the audience and/or is confusing in what is to be communi- cated by the thesis. Presentation Skills 10% The presenter speaks clearly and loudly enough to be heard, using eye contact, a lively tone, gestures, and body language to engage the audience. The presenter speaks clearly and loudly enough to be heard but tends to drone or fails to use eye contact, gestures, and body language effectively. The presenter cannot be heard or speaks unclearly. No attempt to engage the audience through eye contact, gestures, etc.

Institute Assignment  Let’s design a rubric for the final deliverable!