NDT (2012), Coaching for success in the
classroom,
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Coaching_for_Success.htm
Noll, Cheryl L.& Wilkin, Marilyn (2002),
Critical skills of IT professionals: a
model for curriculum development, Journal
of Information Technology Education, 1(2),
143-154.
ODEP (2010), Teaching soft skills through
workplace simulations in classroom settings, 1-9.
Rolheiser, Carol & Ross,
John A. (2012), Student self-evaluation:
what research says and what practices shows,
http://www.cdl.org/resource-library/articles/self_eval.php
Rubistar, http://rubistar.4teachers.org/
Rubric for Group
Evaluations,
http://lrt.ednet.ns.ca/PD/ict_projects/grand_voyage/rubric_for_group_evaluations.htm
Sloan,
Megan. (1996). I Love This Piece Because".,
Instructor
105 (7) & 30-32.
Sullivan, Maura, Hitchcock,
Maurice & Dunnington, Gary
(1998) Peer and self assessment during problem based tutorials, The American Journal of Surgery, 1 77
(3), 266-269.
Stewart, David, What are
soft-skills and life-skills?, http://www.ehow.com/info_8568699_soft-skills-life-skills.html
Watts , A.G.
(1998) Reshaping career development for the 21st century, Center for Guidance Studies, http://www.derby.ac.uk/files/reshaping_career_development.pdf
APPENDIX
1
This example of a peer rating
rubric of group work is adapted from Felder & Brent (2010).
TABLE 1
Excerpt
from a Peer Rating Rubric for Team Projects
Your Name
Other Student #1
Other Student #2
Other Student #3
Other Student #4
Team:
Names:
Contributing to the teams
5
5
5
5
5
-Does more or higher quality work than expected.
-Makes important contributions that improve the team's work.
-Helps teammates who are having difficulty completing their work.
4
4
4
4
4
Demonstrates
some of the behaviors described in
Level 5 & 3
3
3
3
3
3
-Completes a fair share of the team's work with acceptable quality.
-Keeps commitments and completes assignments on time.
-Helps teammates who are having difficulty when it is easy or
important.
2
2
2
2
2
Demonstrates some of the behaviors described in Level 3 and 1
1
1
1
1
1
-Does not do a fair share of the team's work. Delivers sloppy or
incomplete work.
-Misses deadlines. Is late, unprepared, or absent for teem meetings.
-Does not assist teammates. Quits if the work becomes difficult.
Interacting with Teammates:
5
5
5
5
5
-".
APPENDIX
2
This example of a peer rating
rubric of a grading checklist is adapted from Felder & Brent (2010).
TABLE 2
Grading Checklist for a Written Report
Student
________________________________
Project Phase ___________________________
Date:___________________ Evaluator:____________________________
Max.
Score
Comments
TECHNICAL CONTENT (60%)
Abstract clearly identifies purpose and summarizes principle content
10
Introduction demonstrates thorough knowledge of relevant background and
prior work
15
Analysis and discussion demonstrate good subject mastery
30
Summary and conclusions
appropriate and complete
5
ORGANIZATION (10%)
Distinct introduction, body, conclusions
5
Content clearly and logically organized, good transitions
5
PRESENTATION (20%)
Correct spelling, grammar, and syntax
10
Clear and easy to read
10
QUALITY OF LAYOUT AND GRAPHICS (10%)
10
TOTAL SCORE
100
Next Page 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9
(Note: You can view every article as one long page if you sign up as an Advocate Member, or higher).
