Perfect Practice Makes Perfect: Rubrics in The Blended/Online Music Courses
Concurrent Session 7
Music courses unique learning outcomes challenge the blended/online format and make grading difficult at best. Musicians who teach online will learn how to use their student learning outcomes to create robust rubrics as well as have the opportunity to practice. Interested in time-saving, assessment-improving strategies? Join me!
For music professors, the overwhelming demands of teaching, keeping up with new technologies, professional development, college service, practicing and grading, can leave faculty exhausted and frustrated. People use the phrase “work smarter, not harder” ubiquitously. What does that look like for music faculty who teach blended or online classes? Understanding how to create rubrics based on student learning outcomes is fundamental to teaching and learning. Teaching music faculty the benefits of using their learning outcomes to create rubrics to guide assessment will increase the transparency and effectiveness of their instruction especially when used electronically within an LMS.
Rubrics, sometimes overlooked for their simplicity, make for one of the most powerful tools in the assessment arsenal. Participants will learn that when designed using the SLOs, rubrics not only provide a mechanism for feedback, but also instruction. Many instructors do not begin with the end in mind. It is important to teach music faculty the evidence-based practice of creating and using rubrics to provide a sound footing for their instruction. Seeing the benefits of using rubrics, especially within their designated LMS, saves time for that faculty member in both the short run (weekly grading) and long run (curriculum/instruction overhauls). Using rubrics will also save faculty time because rubrics cut down the number of capricious grading complaints, reducing student complaints that wind up with grade appeal boards or the Dean of Students. All faculty will benefit from learning this time-saving strategy that increases transparency of assessment and helps students to succeed.
During the session, participants will work in small groups to create rubric criteria using their course SLOs. Participants will share small group reflections with the larger group. Time will be set aside for structured reflection in which participants will engage in a 3-2-1 activity.
All who are interested in time-saving, assessment-improving strategies are welcome!