I can get a little nutty for rubrics. They give me a sense of grounding in our hectic and complicated educational system. The CUNY system has over 269,000 degree-credit students. That’s more people than live in New York state’s next largest city. Baruch has over 17,500 students and more than 129 languages are spoken here.
The students come to us with different goals and different skill sets. As fellows, it can feel as though we play a highly ambiguous role in students’ learning. We generally have little influence on assignment design, yet we are charged with facilitating the students’ acquisition of necessary communication skills so that they learn more in completing their assignments.
Like Julia and Christine, I’ve been thinking about assessment even more than usual because of the Schwartz Institute’s self study. Conducting Business Policy workshops and rehearsals for five semesters has brought me to the point where I want to be able to give each student an assessment to take with them at the end of a session.
This semester I will be using a rehearsal worksheet during my Business Policy rehearsals. Even though I see the rehearsal as covering three main components (content, presentation skills, and visual aid design) I organized the chart bilaterally. I believe that mastery of content and delivery skills are deeply intertwined and that the reason many students stare at their notes rather than looking at their audience is that they fear they do not know the material well enough.
Please let me know what you think of the worksheet; if you have suggestions for a better layout or different categories of analysis. Feel free to use it and if you do, please let me know what you think!