Skip navigation

By Amy Shipley, Academy of Art University, San Francisco, USA

We use a rubric that’s based on our course learning outcomes for all our writing and speaking assignments. I give them the rubric when I assign the task. I also put students in groups and give them two things: the rubric itself and a blank rubric. I have them paraphrase the requirements in each grading category so they fully understand what I’m looking for.

For speaking tasks, I videotape all formal presentations, so I have a record of what they’ve done. But it’s also for the students to evaluate (and grade) themselves. During the presentation, I also assign students in the audience to specific speakers, and have them evaluate and give feedback to them at the end of the presentation. When students grade themselves (which I check after I’ve graded them), I get feedback on my grading. It helps me to know if they understand the criteria and whether or not I explained it well.


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s

%d bloggers like this: