{"id":1178,"date":"2022-07-14T11:33:25","date_gmt":"2022-07-14T15:33:25","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/?p=1178"},"modified":"2022-07-14T11:41:26","modified_gmt":"2022-07-14T15:41:26","slug":"reflection-on-the-rubric-creation-process","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/reflection-on-the-rubric-creation-process\/","title":{"rendered":"Reflection on the Rubric Creation Process"},"content":{"rendered":"

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\nImage taken from Pexels.com<\/em><\/p>\n

Team D (London Coronica, Emma Keating, Karen McMurray, and myself) created a rubric with the intended goal of providing an objective assessment of a digital learning resource by 1) identifying its effectiveness for learning (Shelton, 2010) and 2) measuring its appropriateness (both in pedagogy and practice) to support, and, when possible, enhance teaching and learning (Hamilton et al., 2016).<\/p>\n

Evaluating the appropriateness and effectiveness of a digital resource was a significant challenge for our team. Notably, the task of narrowing down our performance criteria and listing the quality indicators we wanted to see demonstrated. This was particularly hard because measures had to be general enough across tasks and performances to properly assess a wide range of digital resources.<\/p>\n

Overall, I am happy with our final product. Still, if I could do it again, I would create a separate evaluation rubric explicitly tailored to the content and scope of a particular resource type. For example, create one for mobile apps, online courses, e-portfolios, etc. However, I realize that 1) it may not be realistic to assume one could create rubrics that fully convey all criteria assessors believe should be demonstrated, and 2) rubric creation is highly dependent on the creators’ epistemological position (Bates, 2015). Therefore, there are seemingly endless ways in which one could construct a quality evaluation rubric. Essentially, there’s no one ‘right’ way, just varying degrees of better or worse.<\/p>\n

Ultimately, teaching and learning is a complex, ill-structured domain (Koehler & Mishra, 2009). And even digital learning resources deemed “high quality” still need to be used appropriately and with purpose to be effective (Bates, 2015).<\/p>\n

References<\/em><\/p>\n

Anstey, L., & Watson, G. (2018). Rubric for e-Learning tool evaluation by Centre for Teaching and Learning, Western University. Retrieved from: https:\/\/teaching.uwo.ca\/pdf\/elearning\/Rubric-for-eLearning-Tool-Evaluation.pdf<\/p>\n

Bates, A.W. (2019). Teaching in a Digital Age \u2013 Second Edition. Tony Bates Associates Ltd. https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/<\/p>\n

Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433\u2013441. Retrieved from: https:\/\/newcollegedurhamhe.files.wordpress.com\/2018\/03\/the-samr-model-a-critical-review.pdf<\/p>\n

Illinois Online Network (2019). Quality Online Course Initiative Rubric (QOCI) [PDF]. The University of Illinois. Retrieved from: https:\/\/uofi.app.box.com\/s\/afuyc0e34commxbfn9x6wsvvyk1fql8p<\/p>\n

Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from: https:\/\/www.learntechlib.org\/primary\/p\/29544\/<\/p>\n

Shelton, K. (2010). A Quality Scorecard for the Administration of Online Education Programs: A Delphi Study, University of Nebraska. Retrieved from: https:\/\/anitacrawley.net\/Resources\/Articles\/sheltondissertation.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"

Image taken from Pexels.com Team D (London Coronica, Emma Keating, Karen McMurray, and myself) created a rubric with the intended goal of providing an objective assessment of a digital learning resource by 1) identifying its effectiveness for learning (Shelton, 2010) and 2) measuring its appropriateness (both in pedagogy and practice) to support, and, when possible, […]<\/p>\n","protected":false},"author":199,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1,10],"tags":[],"class_list":["post-1178","post","type-post","status-publish","format-standard","hentry","category-contact","category-lrnt527"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/1178","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/users\/199"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/comments?post=1178"}],"version-history":[{"count":6,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/1178\/revisions"}],"predecessor-version":[{"id":1186,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/posts\/1178\/revisions\/1186"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/media?parent=1178"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/categories?post=1178"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0205\/wp-json\/wp\/v2\/tags?post=1178"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}