This week, the latest issue of JNCHC arrived in the mail. It included my essay, “Collaborative Design: Building Task-Specific Rubrics in the Honors Classroom,” which is part of the issue’s forum, “Rubrics, Templates, and Outcomes Assessment.” In the essay, I focus on how students in the honors seminars help create the task-specific rubrics we use for different assignments and argue that this activity enhances learning and empowers students.
I did not come to this approach in isolation. Sarah Ulerick and I engaged students in creating rubrics during the first Invitation to Inquiry Seminar in the spring of 2012. My participation in a Faculty Interest Group on critical thinking, led by Siskanna Naynaha and Kate Sullivan, introduced me to an invaluable resource that I used to further develop this approach: Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, by John C. Bean.
My co-instructor in the honors seminars, Katie Morrison-Graham, and I continue to refine our approach to developing rubrics with our students. We are planning to work with Lane’s Assessment Team this year to develop more ways to incorporate Lane’s Core Learning Outcomes into our collaboratively-produced, task-specific rubrics.