This handout provides an overview of different kinds of rubrics you might want to use, as well as ways of describing performance levels. It also includes advice for developing a successful rubric.
During our first workshop, you learned about transparent assignment design. In brief, we discussed assignments that name the purpose (skills practiced, knowledge gained), the task (what students will do and steps to accomplish it), and the criteria for success (a checklist or rubric). During our second workshop, you learned about reflective writing, a tool for helping students make sense of their learning experience through description, connection, prediction/application, critique/analysis, and condensing for external audiences.
A high-impact writing assignment will target difficult concepts, sometimes called “sticky” concepts or, in technical terms, threshold concepts. Think about an especially important element of your course that is typically difficult for students to learn—but that they generally must learn in order to succeed in the course and move forward in the discipline. For example, economists might talk about opportunity cost; biologists might talk about drivers of evolution; literary critics might talk about close reading; and historians might talk about constructed historical narratives.
This handout will help you think through the process of converting an online multiple choice test into a writing assignment.
Informed by scholarship in writing studies and teaching and learning, this handout describes features faculty may want to consider when developing effective writing assignments. The principles here may be used for courses at all levels and applied to high-stakes, semester-long projects as well as low-stakes, writing-to-learn activities. Regardless of the writing task, all writing assignments should be framed around an open question or interesting problem with multiple possible answers, solutions, or interpretations — not a single predetermined answer (see Bean 2011).
This worksheet includes four abstracts that were accepted to the 2018 This is Research symposium. Read through each one, and use the markers at your table to underline each part of the abstract, according to the features we’ve discussed so far: use black for the introduction, blue for the relevance, red for the problem, purple for the methods, orange for the results, and green for the implications.
Below are three example reflective writing assignments from different disciplines, each fostering a different learning goal related to reflective practice.
What is expressive writing? Expressive writing involves writing down current thoughts, feelings, physical sensations, insights, gratitudes, and more. It is writing without regard for typical writing conventions, such as sentence flow or organization. This type of writing involves being in touch with the present moment, focusing on yourself.
Why use expressive writing? Research has shown that expressive writing helps to manage anxieties, reduce stress, and cope with depression or life events. This technique is helpful as it allows you to externalize your thoughts and stressors, not carrying them around. This allows individuals to separate themselves from their problems. Often times, this helps to view the environment different or solve problems.
Expressive writing involves writing down current thoughts, feelings, physical sensations, insights, gratitudes, and more. It is writing without regard for typical writing conventions, such as sentence flow or organization. This type of writing involves being in touch with the present moment, focusing on yourself.
Once you have completed a draft of your ePortfolio, this worksheet can help you get feedback from professors, mentors, supervisors, family members, or peers.
This brief handout lists good habits for finishing your project and outlines tips and resources to aid you in revising your first draft.
This handout introduces you to the six Rs of reflection: reporting, responding, relating, reasoning, reconstructing, and repackaging. Bain, J., Ballantyne, R., Mills, C. & Lester, N. (2002) labeled these levels with the mnemonic “5 Rs of reflection.” We have added a sixth level to this framework to account for the way reflection moves into other genres, such as an ePortfolio or personal narrative.
Once you have a draft, this worksheet will help you peer review or self-assess your open response sections to identify potential areas for revision.
In addition to the formal written documents, Fulbright applicants have to complete three open response prompts: the abstract, host country engagement, and plans upon return. This handout provides an overview for these open responses and prompts to help you begin drafting them.