After my first trial of using the blogging rubric, I’ve decided that the rubric and the process both need tweaking.

In a post I made last December, I talked about our process of assessing blogging.  I decided that we would have two submission dates.  On the first submission date, the students would submit a draft, and I would give them feedback on if they had met competetncy (based on their demonstrated knowledge of the subject area).  They would then have a chance to polish their post & I would regrade it at the second submission date.  Sounds complicated?  Well surprisingly enough it is.  It seemed like a good idea to me at the time, but after running through it once I’m going to revert to our standard approach which is allow them to submit an assessment, mark it completely, then if anyone is marked as not competent they are allowed one resubmission.  Simpler for the students.  Easier for me.  (I don’t know what I was thinking).

The other thing that needs tweaking is the actual rubric.

After using it once I’ve decided that grading of community involvement is over-weighted.  In fact, requiring this has just made a natural process into an unnatural process.  It hasn’t seemed to increase authentic community involvement at all, but rather has led to a few students incorporating references into their blogs, and making comments on others blogs which are fairly pointless apart from the gaining of marks (I know Leigh, I know).

Another problem is that the use of reflection isn’t particularly relevant to this assessment, so I’ve modified the rubric to create

Oh well, one step at a time.  We’ll get there in the end.  😉