Reflections on a Rubric Used to Facilitate Accurate and Informative Assessment This article discusses the reasons for creating a rubric to facilitate and assess student learning and its application in a Communication Sciences and Disorders course. The rationale for using reflection as a method of‘ “informed assessment” is presented, the rubric is described, and a summary of the course and learning ... Article
Article  |   June 01, 2008
Reflections on a Rubric Used to Facilitate Accurate and Informative Assessment
Author Affiliations & Notes
  • Dorian Lee-Wilkerson
    Hampton University, Hampton, VA
  • Shelly S. Chabon
    Therapeutic Learning Center, Kansas City, MO
  • Melanie HudsonColumn Editor
Article Information
Professional Issues & Training / Attention, Memory & Executive Functions / Outcomes
Article   |   June 01, 2008
Reflections on a Rubric Used to Facilitate Accurate and Informative Assessment
SIG 11 Perspectives on Administration and Supervision, June 2008, Vol. 18, 58-66. doi:10.1044/aas18.2.58
SIG 11 Perspectives on Administration and Supervision, June 2008, Vol. 18, 58-66. doi:10.1044/aas18.2.58
Abstract

This article discusses the reasons for creating a rubric to facilitate and assess student learning and its application in a Communication Sciences and Disorders course. The rationale for using reflection as a method of‘ “informed assessment” is presented, the rubric is described, and a summary of the course and learning activities that provided the framework for the student reflections is provided. An example of how the rubric may be used to guide and structure reflections as a part of experiential learning and informed assessment is also provided.

Acknowledgment
Partial support for this project was provided by Rockhurst University’s Title III (Strengthening Institutions) Grant from the United States Department of Education and by the ASHA Multicultural Affairs Project.
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