by Julie Dodd
Every teacher can use some advice about teaching — whether you’re new to teaching, you are new to teaching at the college level, or you are an experienced college teacher.
You may need insights on an issue you’ve never experienced in your teaching, or you may be looking for tips on how to improve some aspect of your teaching.
One great source of potential help is available by doing a Google search on the topic. You’ll find research articles, university teaching centers, and blog posts.
You are joining the education blogosphere by publishing a blog post about the topic of your teaching presentation. For many of you, this is the first time you’ve written a blog post. So here are five tips for writing a post that will be helpful for others and that will bring readers to your post.
by Bruce Getz
Ph.D. student, University of Florida
The first time I heard the word “rubric” I was in my first faculty meeting as a first-year teacher, and I had no idea the meaning of the term.
It took several weeks to work up the courage to ask more experienced teachers what a rubric was. As a new teacher, unfamiliar with assessment practices, I had no idea the design and implementation of rubrics would play an integral part in my professional development and experience as an educator.
I have distilled the lessons I learned throughout my teaching career into the following approach to rubric development.
Before I outline the process of rubric development, it is important to understand the role of the individual teacher in rubric design. Of the many assessment tools available to us rubrics may be the most versatile. Rubrics allow individual educators an opportunity to create a custom-grading tool, which aligns directly to the course, lesson, and learning objective they are teaching.