Assessing outcomes and improving achievement : tips and tools for using rubrics

By Terrel L. Rhodes. 2010

275 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e8cee19a772678780c01d29adcbd0f4aa8e8359f

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Citations in the corpus

• Developing and assessing college student teamwork skills (2011, background): “The Association of American Colleges and Universities (Rhodes, 2010) has published rubrics for fi fteen of their essential learning outcomes as part of their program Valid Assessment of Learning in Undergraduate Education (VALUE).”
• Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Research Report. ETS RR-14-10. (2014, background): “For example, in the case of the VALUE (Valid Assessment of Learning in Undergraduate Education) initiative as part of the AAC&U’s LEAP campaign, VALUE rubrics were developed with the intent to serve as generic guidelines when faculty members design their own assessments or grading activities.”
• Fostering Integrative Knowledge Through ePortfolios (2011, methodology): “This rubric was also used in part by the authors to create the survey instrument that is now used on the UM campus (Rhodes, 2010).”
• The Benefits of Peer Leader Programs: An Overview from the Literature. (2012, background): “Such “integrative experiences often occur as learners address real-world problems that are unscripted and sufficiently broad to NEW DIRECTIONS FOR HIGHER EDUCATION • DOI:10.1002/he require multiple areas of knowledge and multiple modes of inquiry” (Rhodes 2010, 50).”
• Telecollaboration as an approach to developing intercultural communication competence (2019, background): “It joins recent calls in studies on intercultural communication to move beyond the traditional categories of knowledge, skills, and attitudes (Byram, 1997; Rhodes, 2010) to a more personal engagement with global issues, reflecting Byram’s addition of critical cultural awareness to his framework (Byr”
• The Development and Test of the Public Speaking Competence Rubric (2012, methodology): “…that oral communication be a fundamental learning outcome, they also recommend that oral communication be ‘‘practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects and standards for performance’’ (Rhodes, 2010, p. 12, emphasis added).”