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Rubrics as a Tool to Assess Learning in Students’ Written Reflections

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symp_handout_doc_4a144318c2.doc 61.44Kb application/msword View/Open
t_l_symposium_rubrics_ppt_4a144318c7.ppt 336.8Kb application/vnd.ms-powerpoint View/Open
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dc.contributor.author Maidl Pribbenow, Christine en_US
dc.date.accessioned 2009-06-15T16:26:46Z
dc.date.available 2009-06-15T16:26:46Z
dc.date.issued 2009-05-21 en_US
dc.identifier.uri http://digital.library.wisc.edu/1793/35051
dc.description Presentation for the Symposium for Teaching and Learning Excellence, University of Wisconsin-Madison, 26 February 2009. en_US
dc.description.abstract Students are often asked to write reflective pieces or journal entries in courses. How can these narratives be used to evaluate learning? In this session, Teaching Philosophy Statements will be provided as an example of students’ written reflections, and will be used to show movement from a teacher-centered to a learner-centered classroom. Participants will discuss the use of written reflections in general, and will co-create a rubric to be used in their classrooms to assess student learning. en_US
dc.description.provenance Made available in DSpace on 2009-06-15T16:26:46Z (GMT). No. of bitstreams: 2 symp_handout_doc_4a144318c2.doc: 61440 bytes, checksum: e1b4a01f02374bf4fc6ef15f798d6e08 (MD5) t_l_symposium_rubrics_ppt_4a144318c7.ppt: 336896 bytes, checksum: cf505809c45288a7378e842addde8466 (MD5) Previous issue date: 2009-05-21 en
dc.title Rubrics as a Tool to Assess Learning in Students’ Written Reflections en_US

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