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Assessments and Grading Rubrics

Assessments and Grading Rubrics
California State University, San Bernardino
Arturo Fernandez-Gibert, professor from San Bernardino provides three types of assessment in the class: diagnostic, formative, and summative. A sample of each assessment is provided, including grading rubrics for one learning module and for a formative and summative assessments.

Class Diversity Statement

Class Diversity Statement
California State University, San Bernardino
This Class Diversity Statement helps to set the tone for classes that can be difficult and controversial due to subject matter. This statement clarifies the role of both student and instructor in terms of verbal exchanges/discussions in the classroom. It also promotes proper communication etiquette, tolerance and understanding, and respect for each other. The skills learned from this activity are used beyond the classroom, helping to create a more accepting and tolerant society. This statement is reviewed together as a class to promote understanding and mutual consideration.

Discussion Post Assignment for Outside Engagement

Discussion Post Assignment for Outside Engagement
California State University, Fresno
Tanisha Garcia, a Faculty Developer at Fresno State, uses the discussion board to provide students with the opportunity to earn extra credit. This weekly discussion posting on Canvas is based on the face to face lecture for that week. Having a discussion post creates an environment for students to engage freely outside the classroom. At times, this is also used this to engage students during class time and have them bring out their electronic device answer the discussion posting for attendance purposes and extra credit for that day.

Rubric for Grading Short Essay Comparing Three Readings (Anthropology)

Rubric for Grading Short Essay Comparing Three Readings (Anthropology)
California State University, San Bernardino
Arianna Huhn, an Instructor from San Bernardino developed a rubric for an assignment in an Anthropology course where students are asked to summarize three topical readings within modules of an online class. The tool makes it clear to students the expectations for high marks and leaves room for instructor comments to guide improvement for future work.

Student Feedback Form for Continuous Improvement

Student Feedback Form for Continuous Improvement
California State University, Fresno
Adriana Cervantes-Gonzalez, an Instructor from Fresno State uses a Google Form to solicit feedback from students about their learning experiences. Items for feedback include course pacing and variability in online discussion forum delivery formats to determine student preferences (i.e. Voicethread, Discussion Board, etc.). The feedback is used to make course adjustments and shares the results with students. This gives students a sense of empowerment and validates their voice in their learning process.