I created two rubrics for the Livability Webquest that was assigned in EdTech 502. Students could have completed the assignment with a pictorama or synthesis paper. In either case they were provided with a rubric to self-evaluate during the creation of their item. The same rubric was also used for grading by a peer group and the teacher. I worried that the students who peer reviewed the products would not follow the guidelines of the scoring because they didn’t want to be hard on classmates, and in some cases that was true. But as some research has found, in most cases peers do a reliable job of rating fellow students with the use of a rubric (Hafner & Hafner, 2003). I really wasn’t relying on the students to do the grading for me though. The main purpose was for them to be able to see what standard they should be aiming for depending on what grade they wanted to get. Also, I felt the peer review process provided students with a chance to critically evaluate another’s work with the hopes of improving the ability to assess their own. By providing them with a rubric, I met the standard for providing criterion-based measurement of student mastery of content.
The Peer Review Screencast for EdTech 543 gave me the chance to go through what my students have. We had created a MOOC for the main course project, and were then supposed to share it with a classmate for evaluation based on a rubric provided to us before we began the project. There have been many times I’ve had students in my classes evaluate each other based on a rubric, and then wondered how they could have given such a high score. They always tell me they feel bad giving a low score, or are afraid others will give a bad grade if they do. When I did the peer review of the MOOC, I have to admit I felt a little bit apprehensive about being totally honest in the video. But I got over it, knowing that the whole thing is only valid if we’re able to be truthful in a constructive way. The unit I reviewed had some trouble with the use of folders in Edmodo. My classmate had trouble making the folders for her three units, and when I went to the site could not access her documents. I told her about it and she still wasn’t able to get it done correctly. I understand that sometimes we just can’t figure out how to do some things, but I had to grade her down on that section of the rubric because if students had tried to access that it would have posed a problem for them. I thought the activity was great when done as a screencast. When that technology becomes available at my school for the students, I will definitely be doing it. Having provided two examples of using rubrics to gauge content mastery, from both sides of the equation, shows my completion of the standard.