Assessments and Grading Rubrics
As stated earlier, interactive learning activities are also assessed. This is much different than in a
face-to-face class, where participation may be graded but rarely assessed. However, one could view
any assessment as a learning activity. For example, when writing a paper, students are learning not
only about the content but also about the process of academic writing. Much has to do with the
quality of the feedback provided; this is discussed more fully in Chapter 9.
The use of grading rubrics in online classes is highly recommended and consistent with best practice.
Important considerations for designing a grading rubric include the following: (1) the purpose of the
learning activity, such as the learning process or outcome; (2) the criteria that represent meeting the
requirements; (3) division of the criteria to represent distinct and meaningful levels; and (4)
descriptions for each criterion and level. We share multiple examples of instructions and grading
rubrics in Tables 8-7 to 8-11, as follows:
Tables 8-7 and 8-9: instructions and grading rubrics that include all four considerations
Tables 8-8 and 8-10: less formal grading criteria
Table 8-11: rubrics that focus on feedback
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Table 8-11 PowerPoint Assignment Using the Instructions for the Grading Rubric
A grading rubric that lists content that coincides with the instructions is intended to provide
extensive feedback to the student. We commonly use such rubrics for major papers, along with
tracked changes to provide feedback in context. Some tools within LMSs, such as Blackboard,
Canvas, and Moodle, allow faculty and instructional designers to develop rubrics that include
numeric grading as well as space for narrative feedback within the grading rubric for each criterion.
The example in Table 8-9 is a good one to think about. Should this actually be discussed in a shared
forum? This needs to be decided based on an analysis of the students in the class and the need for
collaborative reflection. For example, if there is a mix of experienced and new graduate nurses,
there is an opportunity for experienced nurses to reflect on their current practice and share with the
inexperienced nurses. The sharing of real-world nursing experiences is highly valued by
inexperienced nurses and is an application of Vygotsky’s (1978/1997) ZPD. It also provides an
opportunity for the experienced nurse to mentor. On the other hand, it is not uncommon for
experienced nurses to feel uncomfortable sharing honestly about the ways they need to improve, so
a private forum may be more appropriate. The message here is that every design tool used needs to
be carefully considered, taking into account several factors, including the student population and the
purpose of the activity.
In summary, assessing student learning requires careful consideration because many factors go into
the design of learning activities and assessment. Several examples have been provided. However, all
faculty need to reflect on the expected learning outcomes and make decisions on how students will
demonstrate that they have met them and, equally important, what will be needed to guide them in
working toward meeting the outcomes. Designing the course in a way that creates the most
meaningful learning experiences often takes creativity, critical thinking, reflection, and
collaboration—the same things we ask of our students. As these major items are being designed, the
structure and sequencing of the course need to be considered, as well as the course materials.