types of writing assignments
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types of writing assignments. Source: http:// www.umuc.edu/ewc/faculty/index.shtml. types of writing assignments. scientific. lab report research paper grant proposal thesis essay questions journal entry lab notebooks others. common issues. common issues. - PowerPoint PPT PresentationTRANSCRIPT
types of writing assignmentstypes of writing assignments
Source: http://www.umuc.edu/ewc/faculty/index.shtml
types of writing assignmentstypes of writing assignments
scientificscientific
lab reportresearch papergrant proposalthesisessay questionsjournal entrylab notebooksothers...
common issues
common issues
characteristics of effective characteristics of effective writing assignmentswriting assignments
•assignments are provided and explained in writing•writing assignments are linked to significant course/unit objectives•specify the purpose for writing, the audience, the mode or form of the writing, and length •assessment criteria are specified •due dates are specified•longer writing projects are organized in stages
source: http://www.umuc.edu/ewc/faculty/index.shtml
more tips
try your assignment connect with a librarian define web resources discuss academic
integrity with your students
explore options for promoting academic integrity
aligning with learning objective
Rubrics
Introduction to Rubrics. Stevens & Levi. 2005
Why use Rubrics?
Provide timely feedback Prepare students to use feedback Encourage critical thinking Facilitate communication with
students Level the playing field
Rubric? Huh?I don’t need one of those…. Do i?
Types of Rubrics – Holistic vs Analytical
General vs. Task-Specific General rubrics contain criteria that are general
across tasks. Advantage: can use the same rubric across
different tasks Disadvantage: feedback may not be specific
enough Task specific rubrics are unique to a specific task.
Advantage: more reliable assessment of performance on the task
Disadvantage: difficult to construct rubrics for all specific tasks
Rubric Components
Task descriptionScale
DimensionsDescription of the
Dimensions.
CategoryCategory 33 22 11 00
Focus on topic
Content
Enthusi-asm
Eye Contact
Technology
Generaliz-ability
Time Limit 10-20 mins
7-9 mins 5-6 mins Less than 5 or more than 20
Oral Presentation Rubric
#1 Task Description
Presents a thorough description of the paper, presentation, lab, film, etc.
Situates assignment in the desired learning outcomes of the course
Sample Description:
Each student will make a 20-minute presentation on the economic, social, and political changes in the Harrisonburg community, choosing a decade upon which to focus. The student may focus the presentation in any way s/he wishes, but there needs to be a stated thesis and inclusion of photographs, maps, graphs, and/or other visual aids.
Examples derived from sources cited on last slide.
#2 Scale
3 level: excellent, competent, needs work
4 level: exemplary, proficient, marginal, unacceptable
Excellent Competent Needs Work
Dimension 1
Dimension 2
Dimension 3
Dimension 4
Dimension 5
#3 Dimensions
Presents skills, knowledge, and abilities comprising the assignment
Ascribes percentage points to each dimension
Excellent Competent Needs Work
Knowledge/ understanding(20%)
Thinking/Inquiry(30%)
Communication(20%)
Use of visual aids (20%)
Presentation skills (10%)
#4 Description of the Dimensions
Offers a description of the highest level of expectation; each level down shows the difference between that level and the ideal
Places emphasis on possibility over failure
Excellent Competent Needs Work
Communication20%
The presentation is imaginative and effective in conveying ideas to the audience. The presenter responds effectively to audience reactions.
Presentation techniques are effective in conveying ideas, but a bit unimaginative and some questions from the audience remain unanswered.
The presentation does not capture the interest of the audience and/or is confusing in what is to be communi-cated by the thesis.
Presentation Skills10%
The presenter speaks clearly and loudly enough to be heard, using eye contact, a lively tone, gestures, and body language to engage the audience.
The presenter speaks clearly and loudly enough to be heard but tends to drone or fails to use eye contact, gestures, and body language effectively.
The presenter cannot be heard or speaks unclearly. No attempt to engage the audience through eye contact, gestures, etc.
Institute Assignment
Let’s design a rubric for the final deliverable!