From the same thread…
This has turned out to be an interesting thread!
Lisa, you bring up an interesting point when you say that you “like to give the students their rubric (if I am using one) before they begin their assignment.” When I was in my credentialing program, a professor of mine promised to never grade us on anything for which we did not already have the rubric. Though I recognized that this limited the number of things he could grade us on, it did not reduce the quality of tangential discussions we had, and it clearly created a secure and stable environment within which we could learn with far less anxiety. I was so happy with it that I have continued to try to hold myself to the same standard since that time. At this point it seems to me as if this aught to be a sort of law of teaching… that if you are going to grade a student on something, they ought to know what it is they are being graded on and what you expect of them.
This of course is an entirely separate issue from evaluating the effectiveness of your own teaching. With their ASSURE model of instructional design, Smaldino, Russel, Heinich, and Molenda (2005) recommend two forms of evaluation: assessment of learner achievement, and the evaluation of methods and media.
Smaldino, S.E., Russell, J. D., Heinich, R., and Molenda, M. (2005). Instructional technology and media for learning. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.