The Use of Rubrics and Protocols in Online Discussions
Selma Vonderwell, Hoe Kyeung Kim, Marius Boboc, Cleveland State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this paper is to explore the types of protocols and rubric/evaluation criteria faculty use to assess asynchronous online discussions. Properly designed online discussion protocols and rubrics can enhance the quality of collaboration and interaction in an online classroom. "Guidelines that assisted the facilitation and evaluation of online discussions increased the cognitive quality of student postings promoting a deeper and more meaningful understanding of course content." (Gilbert & Dabbagh, 2005, p. 5). A review of the literature showed that most online classes use a general guideline or protocol for guiding student discussions. Rubric guidelines are general assessment of the discussion rather than assessing the quality of a specific content. The authors suggest that rubrics and protocols should be deigned to guide students for engaging them into a collaborative and interactive discussion.
Vonderwell, S., Kim, H.K. & Boboc, M. (2008). The Use of Rubrics and Protocols in Online Discussions. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 783-786). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).