Outline
1. Show you the tool
2. Have you use it
3. Have a student and instructor discuss one
way of using it
4. Have you practice giving feedback using the
tool
1. Show you the tool
Rubric by Jon Bender and adapted by Dimitri Dounas-Frazer, Geoff Iwata, John Haberstroh, and Joel Corbo for The Compass
Project, University of California, Berkeley
2. Have you use it
You can find the STEM Skills Rubric in PDF
format in the following locations:
• Coursera, or
• Here:
http://www.berkeleycompassproject.org/
wordpress/wpcontent/uploads/2012/12/Phys98_SelfEvalRubri
cs1.pdf
Rubric Journaling Activity
(Pause here until finished)
Step 1: Consider a course you are taking or a research project
that you’re working on.
Step 2: Read over the rubric and pick one skill that you want to
improve with respect to this research project or course (e.g.
“persistence,” “communication,” “collaboration,” etc.)
Step 3: Journal for 5 minutes and
• Identify whether you are beginning, developing, or
succeeding at your chosen skill
• Write a few sentences about how you are doing with the skill
this week
• Describe one or two concrete ideas for how you might
improve.
3. Have a student and instructor
discuss one way of using it
• Students pick one or two skills on the rubric
• Students journal weekly with respect to an
introductory physics or math course they are
taking
• Graduate Student Instructors provide
feedback on weekly journal entries
The Problem
• In high school you don't always do a lot of
concrete strategizing to improve your learning
Journals
CC-PD-Mark
Files by User:Gflores from en.wikipedia
Providing Feedback with the Rubric
Reflect for a Moment:
• What is one thing that you took away from
this case study?
• What is one question that you have?
College Student Journal Entry Excerpt:
Procrastination
“It seems I have three types of procrastination: Productive, where I do something else I
find more important or interesting than the assigned task; Distracting, where I fill the
time with pointless activities like internet surfing; and Paralyzing, where some part of
me is so set against doing the task at hand that I instead do absolutely nothing (but
fidget and think) for hours. This week I’ve experienced all three.
Productive Procrastination is justifiable, Distracting Procrastination is excusable on
occasion. Paralyzing Procrastination is just annoying and depressing. It’s the paralysis
that I want to put an end to. Unfortunately, it’s a problem I’ve had since elementary
school, and I still don’t know what to do about it.
Paralysis occurs when I’ve set aside time for the homework in question and am ‘ready’
to get started…So while I’m not sure what the solution is, I can say pretty confidently
from experience what it isn’t: organization, lists, time management, or a distractionfree environment.”
Consider: How Would You (1) Normalize (2)
Provide Concrete Advice?
“It seems I have three types of procrastination: Productive, where I do
something else I find more important or interesting than the assigned
task; Distracting, where I fill the time with pointless activities like
internet surfing; and Paralyzing, where some part of me is so set
against doing the task at hand that I instead do absolutely nothing (but
fidget and think) for hours. This week I’ve experienced all three.
Productive Procrastination is justifiable, Distracting Procrastination is
excusable on occasion. Paralyzing Procrastination is just annoying and
depressing. It’s the paralysis that I want to put an end to.
Unfortunately, it’s a problem I’ve had since elementary school, and I
still don’t know what to do about it.
Paralysis occurs when I’ve set aside time for the homework in question
and am ‘ready’ to get started…So while I’m not sure what the solution
is, I can say pretty confidently from experience what it isn’t:
organization, lists, time management, or a distraction-free environment.”