Teaching Effectiveness: Provision of evidence of rigorous and fair standards of grading.
I have continued to update all of my syllabi to establish fair grading practices by notifying students of the outcomes of the assignments and how they will be graded. Updates were done to all Imaging courses, including the imaging courses that I do not teach but oversee adjuncts in, 6 in total.
As a program we conduct Sophomore Reviews to help students understand the best fit focus with in the Digital Media Program. This process helps students to understand their fit into the program based on their skill level.
A key component of my grading is allowing reworks. When we critique, a student receives feedback and has the opportunity to make changes by an assigned date. This helps students to iterate based on feedback to make improvements. If a student chooses to take this opportunity, their work is reviewed again and regraded.
I use rubrics based on the project outcomes.
Students formally presenting work in a critique setting has become a staple for our program, giving students public speaking skills and the ability to sum up projects quickly accept feedback and make iterations.
Example of a Grading Rubric, Used for Professional Studio Group Project - Violent Sol Game Design
This is a Blackboard Rubric that I developed with my team teacher Chris Brown from the Professional Studio Course. The rubric was shown to the students prior to grading so that they would know what to expect. We found that students were able to meet the course outcomes more consistently, and goals such as working in a team were more valuable to the student which ultimately make them ready for employment.
Assessment at the Program Level and its effect on my grading practices:
(Every 10 years -the next year is 2021)
(submitted to the Dean every 4 years - the next year is 2014)
(Every Year by the Chair)
(Biannually December and May)