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<\/h3>\n<\/h3>\nAfter reading SIP 3.9<\/a> on differentiated assignments, you have decided to let your students design their own final products for your class. But now you are wondering: how in the world are you going to fairly and efficiently grade final products that are all different? How will you ensure that the learning outcomes for the assignment and for the class are being met when everyone appears to be on a different path?<\/p>\n Try creating a universally designed \u201cvalue rubric.\u201d In order to understand this concept, think about project design as a means to an end\u2014that \u201cend\u201d being the demonstration of content knowledge or control. The path that students take to reach the final destination does not need to be the same for everyone. For example, say you are teaching the history of the Civil War, and you have a list of five ideas that you want your students to demonstrate an understanding of. A student could certainly write a term paper to cover those ideas. But he or she could also make a movie that covers the concepts, design an interactive website or interpret the concepts through the plastic arts, or even use a technological platform such as Google Earth to represent the concepts in an innovative way. When you let the students choose, you allow them to maximize their own best skills and bring their abilities to your content. Then, by focusing your assessment on the coverage of the concepts, rather than on normative restrictions (i.e. 20 page length, a requisite number or type of source documentation, etc.) you are valuing content over form and permitting a deeper, more creative interaction with your course material.<\/p>\n Take the following points into consideration when designing a value rubric and grading your students\u2019 individually designed final products:<\/p>\n Connect your assessment rubric to broad outcomes. Here are some examples:<\/em><\/p>\n By completing this assignment, the student will demonstrate:<\/p>\n If possible, connect the final product SLOs to SLOs for the class. Specify which are being met (if it is a final project, it might meet ALL of them). Make the connection overt so that students understand the \u201cwhy\u201d of their work\u2014this will help them to be as creative as possible while stretching the limits of their abilities (as opposed to \u201cchecking off boxes\u201d just to finish a final requirement).<\/p>\n Always think quality over quantity. Those of us who have ever written a thesis or a dissertation might be holding on to an antiquated notion of \u201cmore is more,\u201d but ask yourself if this is truly the case!<\/p>\n In that same vein, ask real questions about the demonstration of mastery in your class: does a student HAVE to write a 20-page paper to prove a certain level of writing, or can that same level of writing be demonstrated in less or different ways? As instructors, we might have ingrained ideas about what constitutes \u201creal\u201d scholarly work. Try to embrace the new, and let our 21st-century students guide the way!<\/p>\n To create the value rubric:<\/em><\/p>\n Remember the Universal Design for Learning principle of \u201cmultiple means of action and expression\u201d (see: http:\/\/www.udlcenter.org\/aboutudl\/whatisudl\/3principles<\/a> ), and create assessment points that value this multiplicity.<\/p>\n Bloom\u2019s Taxonomy can be of help to you AND to your students as you think of ways to assess content mastery in differentiated final products. (https:\/\/en.wikipedia.org\/wiki\/Bloom%27s_taxonomy<\/a> ).<\/p>\n If possible, have the students share their final products in a class presentation or a gallery walk (see SIP 3.3 on gallery walks<\/a>). When students see their classmates\u2019 creativity and understand that risk-taking is valued, they will incorporate it into their future and lifelong learning. As instructors, this might be the most valuable thing we can ever teach them.<\/p>\n Check out the MDL website at: https:\/\/www.msudenver.edu\/mdl\/about\/<\/a> (scroll down, under \u201cStandards\u201d). The Modern Languages Department has an excellent example of differentiated work products available here\u2014this department allows students from multiple language programs to create a final work product that is used to fulfill one portion of the Senior Experience requirement. The value rubric used to assess this assignment is on the website as well. Additionally, check out portfolio learning\u2014while focused on assessment, many websites will give insight into student choice as a valuable learning tool. Finally, don\u2019t forget to check out The Well (http:\/\/sites.msudenver.edu\/sips\/<\/a> ) where you can find other examples of differentiated final assignments.<\/p>\n","protected":false},"excerpt":{"rendered":" Thirsty for a Strong Instructional Practice? After reading SIP 3.9 on differentiated assignments, you have decided to let your students design their own final products for your class. But now you are wondering: how in the world are you going to fairly and efficiently grade final products that are all different? How will you ensure … <\/p>\nTake a SIP of this: Universally Designed “Value Rubric”<\/h3>\n
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Still thirsty? Take another SIP of Universally Designed “Value Rubric”<\/h3>\n