Fixing Feedback: The case for using rubrics
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The document outlines the use of rubrics in an online Master of Food, Nutrition, and Health course to enhance student feedback and promote a learning culture. It discusses the implementation challenges, the importance of clearly defined skills and feedback mechanisms, and the integration of rubrics into Brightspace for assessments. Future plans include evaluating the rubric processes and improving standards based on student and tutor feedback.
![Example tutor template
Proficient/ C grade
{firstname}, well done on completing this assignment.
Your work was able to identify the main literature review areas and synthesize the literature in a
meaningful way.
[Can insert comment here on any elements that might be improved in future].
Your self-assessment was [inline with own or identify where differences occurred and why].
Some suggestions to improve your work further would be [aim to suggest feedforward, specific
options related to doing this assignment again or similar use of skills].
Congratulations on your hard work, I enjoyed reading your literature review.](https://image.slidesharecdn.com/fixingfeedbackoreillyd2lconnectiondublin2019-191204145855/85/Fixing-Feedback-The-case-for-using-rubrics-19-320.jpg)
Fixing Feedback: The case for using rubrics
- 1. Fixing feedback: the case for using rubrics Dr Sharleen O’Reilly UCD School of Agriculture and Food Science
- 2. Content Rubrics Why use them? Meet the students Why use rubrics with this module? Challenges What needed planning and consideration? Brightspace How can rubrics be integrated into teaching? Outcomes What progress has been made? Future plans Where to next?
- 4. Rubrics = marking scheme?
- 5. Conversations + Culture Strategy + Planning TIME (Murch, 2018) Feedback as a learning culture
- 6. Meet the students Why use rubrics in this module?
- 7. Master of Food, Nutrition and Health Fully online course Global Students located anywhere in world Connection Remote learning can leave students feeling disadvantaged Standards Transparency and accountability Communication Over-reliance on academic support FDSC40580 Research Project (n=40+) AT1 Literature review 40%, AT2 Project proposal 60%, graded
- 8. Challenges What needed planning and consideration?
- 9. 9 Planning the journey Start at the end! • What do you want students to be able to do at the end of semester? • What are those skills? • How will students know they are ‘doing it’? • What evidence can students develop on performing skill? Signpost feedback • Do students know what feedback/rubric is? • Do they see value in self and peer feedback vs teacher? • Do they understand the rubric? • Do they have clear feedforward that they can act on?
- 10. 1 0 Literature review assignment Develop rubric • Levels and criteria developed • Trialled with other staff for comprehension Work with tutors • Template feedback for rubric • Start and keep conversation focused on feed forward Timetable • Plan feedback period into semester and assessment marking Work with students • Start and keep conversation on feed forward • Explore rubric regularly and how will be used for feedback Evaluate • What worked? • What didn’t? • What needs to change? from teaching and student perspectives
- 12. Brightspace How can rubrics be integrated into teaching?
- 13. Brightspace Assessment • Select to ‘add rubric’ • Steps to set up mostly easy but recommend getting support to ensure set-up correctly Settings • Consider rubric type – holistic or graded
- 17. Outcomes What progress has been made?
- 19. Example tutor template Proficient/ C grade {firstname}, well done on completing this assignment. Your work was able to identify the main literature review areas and synthesize the literature in a meaningful way. [Can insert comment here on any elements that might be improved in future]. Your self-assessment was [inline with own or identify where differences occurred and why]. Some suggestions to improve your work further would be [aim to suggest feedforward, specific options related to doing this assignment again or similar use of skills]. Congratulations on your hard work, I enjoyed reading your literature review.
- 20. 2 0 Post-semester evaluation Peer feedback More work needed to improve standards and process 02 Unpack process More work needed on the ‘how to’ + steps needed for tutors and students 03 Conversations Professional development and facilitator focus valued 01
- 21. Future plans Where to next?