3.3 Reading ~30 mins
PURPOSE OF THE TASK: By reading the suggested article below, you will familiarize yourself with quality guidelines for designing rubrics to evaluate online activities and courses.
TECHNOLOGY: By clicking on the reading link below, you will be transported to a online article.
INSTRUCTIONS:
Read the following article, “Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). The development of an instrument to audit online units” to gain an understanding of designing rubrics for online learning.
TEACHING INTENTIONS:
“By [reading about and] applying rubrics to the work of peers, assessors enhance their awareness and understanding of the assessment criteria and, as a result, are likely to apply these to their own work more reflectively and attentively” (Lu & Law, 2012, p. 259).
References
Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). The development of an instrument to audit online units. In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.), Meeting at the Crossroads. Short Paper Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education. (pp. 263-270). Melbourne: Biomedical Multimedia Unit, The University of Melbourne. Retrieved from http://www.ascilite.org/conferences/melbourne01/pdf/papers/herringtona.pdf
Lu, J. & Law, N. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275. Retrieved from https://link.springer.com/content/pdf/10.1007%2Fs11251-011-9177-2.pdf
