Scribd
Upload
4 views3 pages

EDU714 - Rubric - Discussion Posts - Ungrading Approach

The EDU 714 Course Design Discussion Post Assignment Rubrics emphasize an 'ungrading' approach that prioritizes qualitative feedback, self-assessment, process focus, and collaborative dialogue to enhance learning. While traditional points are still assigned for administrative purposes, full credit is awarded for meaningful engagement and application of course concepts. The rubric outlines criteria for content knowledge, critical thinking, thoughtful expression, engagement, and originality, guiding learners in their reflective journal entries across six modules.

Uploaded by

Hoàng Thị Anh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
4 views3 pages

EDU714 - Rubric - Discussion Posts - Ungrading Approach

The EDU 714 Course Design Discussion Post Assignment Rubrics emphasize an 'ungrading' approach that prioritizes qualitative feedback, self-assessment, process focus, and collaborative dialogue to enhance learning. While traditional points are still assigned for administrative purposes, full credit is awarded for meaningful engagement and application of course concepts. The rubric outlines criteria for content knowledge, critical thinking, thoughtful expression, engagement, and originality, guiding learners in their reflective journal entries across six modules.

Uploaded by

Hoàng Thị Anh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

EDU 714 Course Design – Discussion Post Assignment Rubrics

Explanation of Grading Approach:

This rubric follows the principles of "ungrading" discussed in this course. Ungrading prioritizes learning, reflection, and growth over
traditional numerical scoring. Instead of focusing on points or percentages, the rubric encourages:

1. Qualitative Feedback: Detailed, constructive feedback on strengths and areas for growth.
2. Self-Assessment: Learners engage in evaluating their own work, promoting metacognition and ownership of learning.
3. Focus on Process: Emphasis on the process of learning and improvement rather than solely the final product.
4. Collaborative Dialogue: Encouragement of discussions between the learner and the grader to deepen understanding and refine
outcomes.

This approach is designed to create a more inclusive, motivating, and growth-oriented learning experience that aligns with Universal
Design for Learning (UDL) principles.

While the ungrading approach emphasizes thoughtful engagement and learning, points still need to be assigned for institutional or
administrative purposes. Full credit will be awarded to learners who demonstrate meaningful engagement with assignment criteria,
show evidence of critical thinking, and thoughtfully apply course concepts to real life. The intent is to utilize the benefits of ungrading,
while still fulfilling external requirements.

The chart below is a rubric guide course graders will utilize to provide meaningful feedback to learners. Learners are encouraged, but
not required, to engage the self-reflection questions highlighted at the bottom of the chart. Self-reflection questions can be (but are not
required to be) included in the final project submission.
ED 714 Course Design – Discussion Board Rubric

Criteria What to Aim for Grader Feedback Focus


Content Your response addresses the prompt thoughtfully and integrates How effectively does the learner engage
Knowledge key course concepts or external sources to deepen understanding. with the topic? Are there areas they could
explore further?

Critical Are there opportunities to expand critical


Your response demonstrates thoughtful analysis,
Thinking analysis or challenge assumptions? How
evaluates ideas critically, and proposes innovative
might the learner deepen their perspective?
perspectives or solutions.

Thoughtful Is your response well-organized and easy to


Your ideas are expressed clearly, logically, and
Expression follow? How could you refine your
professionally, demonstrating organization and respect
language or structure to enhance clarity and
for others' viewpoints.
impact?

Engagement You contribute to a dynamic learning environment by creating Are you engaging with the community
and posting a discussion. effectively?

Originality Your response includes unique perspectives or ideas, drawing How could you bring more of your unique
from personal, professional, or lived experiences to enrich the perspective into the discussion? Are there
discussion. ways to add creativity or new insights?
Assignment Prompt:
Each module contains several prompts to choose from to complete a reflective journal entry. You are only required to respond to one
prompt per module. After selecting the prompt you want to respond to, write a brief reflective journal (approximately 300 words or
less). NOTE: Please make sure to indicate the prompt you are responding to. For each module, select a prompt that will best help you
grow as an educational leader. You should submit one reflective journal for every module. You are encouraged but not required to
respond to posts of others. Modules 1-3 will be graded halfway through the course. Modules 4-6 will be graded upon completion of
the course. Each module reflection is worth 20 points and will account for 40% of your total course grade.

Alignment with overall course grade:

Assignment Total Points Possible % of Total Grade


Reflection posts 20 points each x 6 modules = 120 total 40%
Final project 180 points 60%
TOTAL 300 points 100%

You might also like