Discussion Self Grading in Brightspace Integrated Learning Platform

How and Why of Student DIY: The Use of Student “Self-Grading” of Online DiscussionsBrightspace Presentation 10/22/2014

Laura M. Schwarz, DNP, RN, CNENancyruth Leibold, EdD, RN, PHN, LSN, CNE

Objectives

By the end of this learning presentation, participants will

• Describe how to create student discussion self-grading using a “quizzing tool” in the online platform

• Describe reasons why student self-grading of online course discussions is an effective means of evaluation

• Describe why students and instructors alike can benefit from implementing student self-grading of discussions

Problem

Have you ever felt like it is painstaking and time consuming to accurately and constructively grade online course discussions only to have students ignore the feedback you have given them and not grow from it?

Background

• Difficult to accurately grade every discussion for every student

• Students sometimes do not apply instructions and or grading rubrics

• Students sometimes do not read instructor feedback and or do not use the feedback to remediate

Background

• Frustrating and time consuming for the instructor

• Not developmentally stimulating or engaging for the adult learner

• Importance of rubric might not be readily apparent to student

• May not be pedagogically sound for adult-learner

Solution

Have students grade their own discussions!

Why Have Students Grade Their Own Discussions?

• Adult Learning Theory-Androgogy

• Malcolm Knowles Classic Work (1984)

Adult Learning Theory-Andragogy (vs. Pedagogy)

• 1) self-motivated, self-directed

• 2) want to have control over their own learning

• 3) feel responsible for own learning

• 4) internally motivated

• 5) need to know why learning is important to them

• 6) learn from each other

• In contrast to Pedagogy : teacher driven-(children)

Knowles (1984)

Adult Learning Theory Premise

“Adults are self-directed and problem centered, and need and want to learn useful information that can readily be adopted” (Candela, 2012, p. 221)

Self-Reflection, Introspection & Self-evaluation

• Self-Reflection: Provides introspection; observing own thoughts and feelings

• Self-evaluation: uses self-reflection to complete criteria-based appraisals

• conduit for students to reflect on what they have learned and promotes reflection in practice

(Bonnel, 2012, p. 494)

Purpose of Self-grading

• Engage students in their own learning through introspection and self-direction

• Engage them in evaluation of their performance

• Engage internal motivation

• Allow them to have control

• Better able to see importance of rubric

• Ultimately motivate to improve performance and enhance learning in the online classroom discussion.

Self-Grading

Self-Driven

Learning

Self-Evaluation

Rubric

Setting/Population

• Online classroom Desire 2 Learn (D2L) platform

• Undergraduate nursing courses

• RN to BS program: RN Baccalaureate Completion Students (AD RNs already in practice and returning for BS in nursing)

Assumptions

• Learners will be honest

• Learners will be self-motivated to study, understand and accurately apply the rubric

• Learners will follow-through with grading each discussion after completion (self-direction)

• Learners will be motivated to improve

• Discussion self-grading works in a variety of online learning platforms & courses

Steps to Implementing Student Self-Grading

Self-Grading

Step 3

Inform Students

Step 2

Create Quizzes

Step 1

Create Rubric

Step 1: Create a Rubric

“A document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor”

• Three necessary components:

• Evaluation criteria

• Quality definitions

• Scoring strategy

Reddy & Andrade (2010)

Step 1: Create Rubric-Why?

• Useful in formative evaluation

• Can help mediate improved student performance

• Assist students in planning/carrying out work

• Assist students in self-assessment

• Rubric combined with self-assessment helps improve student performance

• Rubrics assist students with ability to improve self-assessment

(Panadero & Jonsson, 2013)

Create Rubric-Criteria We Used (5)

5 criteria with detailed definitions for various point levels:

• Spelling, Grammar and Sentence Format.

• Discussion Participation Timeliness and Interaction

• Content of Initial Posting

• Content of Responses to Others’ Postings

• APA format

Discussion Self-Grading Rubric

CRITERIAPoints

Possible

Spelling, Grammar and Sentence Format.

Sentences are well organized, complete and free of spelling and grammar errors. (Composed in a

word document and used spell and grammar check for errors before posting to help ensure this)

1

Sentences are well organized and complete but some grammar and/or spelling errors (2 or less

per paragraph)-i.e. did not use spell and/or grammar check

.75

Sentences are complete and comprehensible, but organization needs improving to present a

coherent argument or statement and/or has grammar and/or spelling errors (3 or more per

paragraph)

.5

Sentences inadequate organization/structure, several grammar and/or spelling errors; run-on

sentences

0

Discussion Participation Timeliness and Interaction

Makes postings on at least two different days (Wed initial post due by 11:59PM, Sun. response to

two other people due by 11:59PM). Responds to at least 2 peers’ postings and reads all posts in

assigned group

1

Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings and

reads all posts in assigned group

.75

Responds to only 1 peer’s posting .5

Does not reply to or provides minimal comments and information to other participants 0

Content of Initial Posting

Initial posting is clear and concise, completely addresses all parts of the discussion, and

demonstrates that the course content was reviewed, analyzed, understood and well synthesized.

Content was applied through use of relevant examples. Posts by 11:59PM Wed.

1

Initial posting reasonably clear and concise, addresses most, but not all of the discussion, and

demonstrates sufficient understanding, analysis and application of the content through use of

examples. Posts by 11:59PM Wed.

.75

Initial posting shows superficial understanding and analysis of the content, or is limited to substance that

could be derived from others’ postings, and/or late initial post

.25

No initial posting, or discussion was not related to the content. 0

Content of Responses to Others’ Postings

Response to others’ postings advances discussion such as: critical analysis or another

interpretation of posted idea, provide example(s) to illustrate post, provide additional

information/explanation on the topic, provide additional resources (e.g. a journal article or

URL), reflect on the content in the context of your practice, discuss how you might apply

something you learned in the post to your practice, share a related experience from work or life

Response to others’ postings incomplete (i.e. less than 3 sentences) and/or superficial .5

Response to others’ postings limited to agreed or disagree .25

Does not respond to others’ postings 0

APA Format

Provides evidence-based, scholarly resources to support one’s position on the posed topic or

idea; resources are correctly & accurately presented in APA Format as cited in text and

referenced at the bottom of the discussion

1

Provides evidence-based, scholarly resources, but uses incorrect APA Format in text citation

and/or at the incorrect APA format for referencing at the bottom of the post

.75

Does not cite sources within the post, but does provide scholarly references at the bottom of the

post

.5

Provides no scholarly reference to support position 0

By: Laura Schwarz, DNP, RN, CNE ©2014

Create Rubric-Example of One Criterion

Discussion Participation Timeliness and InteractionMakes postings on at least two different days (Wed initial post due by

11:59PM, Sun. response to two other people due by 11:59PM).

Responds to at least 2 peers’ postings and reads all posts in assigned

group

1

Late first post and/or posts everything 1 day only. Responds to at least

2 peers’ postings and reads all posts in assigned group

.75

Responds to only 1 peer’s posting .5

Does not reply to or provides minimal comments and information to

other participants

0

Step 2: Create the Discussion Self-Grading “Quiz”

• Use quizzing tool

• One quiz per discussion (e.g. 1 for each unit/week)

• One quiz question per rubric criterion

• Don’t time, do allow more than one attempt

• Set parameters so quiz starts at end of discussion time-frame and quiz ends a few days later

• link to “grades” so grade populates there after student completes self-grading

Create Discussion Self-Grading Quiz

• The Criterion forms the stem

• Description (definition) of each grading level forms options

• Points match each option

• Create one question for each criterion

Example

Which of the following best reflects your participation in discussion according to the rubric?

a) Makes postings on at least two different days (Wed initial post due by 11:59PM, Sun. response to two other people due by 11:59PM). Responds to at least 2 peers’ postings and reads all posts in assigned group (1 point)

b) Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings and reads all posts in assigned group (.75 point)

c) Responds to only 1 peer’s posting (.5 point)

d) Does not reply to or provides minimal comments and information to other participants (0 points)

Create Discussion Self Grading Quiz

Create Discussion Self Grading Quiz

Step 3: Inform Students with Directions• You will be grading your own discussions each week after

you have completed the discussion (through the self-grading “quiz” in d2L).

• Please read and understand the entire rubric, this will impact your discussion grade

• Please be honest, I reserve the right to change your grade, and if I find that your grade is significantly “inflated,” I will change it to “zero”

• Allows for introspection and self-growth

• “Practice” Discussion Self-Grading Quiz

• Due date for each & reminder

Results• Discussion quality improved over instructor grading,

particularly after the first week

• Students were accurate in self-appraisal

• Student verbatim comments positive

• Most students completed the discussion self-grading before the quiz “closed” but a few did not and asked the instructor to re-open or post score for them

Student verbatim anecdotal responses

• Grading our own discussions is very nice. I feel like then I don't just fill my discussions with a bunch of crap to make it look longer.

• The self-grading was a great way for students to learn

• Self-evaluation opportunity (was a course positive)

• Self-grading our discussions was more beneficial than I expected it to be! It kept me accountable; who wants to have to take points away from themselves? :)

Limitations & Recommendations

• Few studies on the topic

• Evidence presented here is anecdotal

• Need more formal qualitative and quantitative study

• May not work well for those in high school or just out of high school (adjusting to adult learning)

Conclusions

• Effective and efficient way to grade student discussions

• Discussion quality improves with use of self-reflection as students pay attention to the details of the rubric

• Self-rewarding when students do well

• Immediate feedback (no need to wait for instructor)

• Instructor should “spot-check” discussions/grading

QUESTIONS?

Thank You!Contact:laura.Schwarz@mnsu.edu

References• Bonnel, W. (2012). Chapter 27: Clinical Performance Evaluation. In

Billings & Halstead (Eds.), Teaching in nursing: A guide for faculty (4th

ed, pp. 494). St. Louis, MS: Elsevier

• Candella, (2012). Chapter 13: From Teaching to Learning. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed, pp. 212). St. Louis, MS: Elsevier

• Knowles, M. S. (1984). Andragogy in action. San Francisco: Jossey-Bass.

• Panadero, E., & Jonsson. A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144.

• Reddy, Y. M. & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35, 435-438.

Acknowledgements

• Clip Art courtesy of Microsoft Office