{ "version": "1.0.0", "segments": [ { "speaker": "Jared", "startTime": "9.599999", "endTime": "20.734999", "body": "Well, it's May. I figured it's probably about the first time we should do a coffee job for the year. It's that time of year. Time to wait Wonderful until May time. To do a coffee drop." }, { "speaker": "Jared", "startTime": "20.814999", "endTime": "49.655", "body": "But we are going to do some coffee drops. We have a mini series that we want to do on the different staples or foundational things that happen in a course in education in general. We're calling it building a better dot dot dot whatever. And this one, we're talking about Rubrics. So our plan is to give some really quick best practices that each of us have thought about and put together on rubrics." }, { "speaker": "Jared", "startTime": "50.055", "endTime": "52.614998", "body": "So Rob, go ahead. Here" }, { "speaker": "Rob", "startTime": "52.614998", "endTime": "53.735", "body": "we go. Number one." }, { "speaker": "Jared", "startTime": "53.735", "endTime": "54.055", "body": "Yes." }, { "speaker": "Rob", "startTime": "54.055", "endTime": "59.175", "body": "On my number on my number list. Your numbered list." }, { "speaker": "Jared", "startTime": "59.175", "endTime": "61.579998", "body": "My list. Ordered list. Yeah." }, { "speaker": "Rob", "startTime": "61.579998", "endTime": "71.1", "body": "Yeah. How well? Align rubrics to stated goals and objectives. K. Align rubrics to stated goals and objectives." }, { "speaker": "Rob", "startTime": "71.34", "endTime": "95.42", "body": "So you wanna make sure that the measurement that you're setting up actually actually is is in in line line with with and measures the stated goal or objective. One way of figuring this out is using the five hows tool that I've I think I've mentioned before at some point. Reiterate. Maybe way back." }, { "speaker": "Jared", "startTime": "95.42", "endTime": "96.299995", "body": "Yeah. You might wanna repeat." }, { "speaker": "Rob", "startTime": "96.299995", "endTime": "127.85", "body": "So basically, how does asking the question, how does this rubric, actually measure stated goals and objectives? You would want to have those aligned and then then you just keep going down that how line. After you get the answer, you ask how again until it's obvious that it's connected. If you can't find that connection, then you're probably gonna need to make some changes to your either to your goals and objectives because you realize what you stated isn't what you really wanna measure. Yep." }, { "speaker": "Rob", "startTime": "127.85", "endTime": "136.465", "body": "Or you need to change how you're measuring it. So that's my number one. Align rubrics with stated goals and objectives." }, { "speaker": "Jared", "startTime": "136.465", "endTime": "145.985", "body": "Well, that was also one of mine. So I'll skip my first one for that one, which was about ensure your rubrics criteria are directly aligned with learning objectives." }, { "speaker": "Rob", "startTime": "146.865", "endTime": "147.265", "body": "Excellent." }, { "speaker": "Jared", "startTime": "147.6", "endTime": "150.24", "body": "So yeah, apparently we know what we're talking about." }, { "speaker": "Rob", "startTime": "150.24", "endTime": "152.56", "body": "Well, and we did not No, no. We did not share these" }, { "speaker": "Jared", "startTime": "152.56", "endTime": "158.56", "body": "with our We did other not confer. Nope. We're doing this now where we don't talk to each other before a podcast. It's going really well." }, { "speaker": "Rob", "startTime": "158.56", "endTime": "159.84001", "body": "I'm not talking to you." }, { "speaker": "Jared", "startTime": "160.72", "endTime": "183.72", "body": "So I'll pick another one of mine. How about this one? Craft rubric descriptors that use specific concrete adjectives to clearly differentiate performance levels. Yes. So this was a huge problem for me when I developed rubrics because I felt like my, the middle categories, not the best or the worst, those middle ones, they always tend to get very muddy." }, { "speaker": "Jared", "startTime": "183.72", "endTime": "189.48", "body": "And I was like, well, how do I differentiate good from unsatisfactory? Or good from excellent, something" }, { "speaker": "Rob", "startTime": "189.48", "endTime": "189.96", "body": "like that." }, { "speaker": "Jared", "startTime": "190.235", "endTime": "218.905", "body": "And it boils down to the adjectives or the descriptors that I use. So you could look at it like you could even ask Chad GPT to say, hey, what are some adjectives that I can use in those in between columns that will differentiate between the two so it's clear to you and it's clear to your student. Because if you have like, you know, good and, you know, their citation usage was okay or their citation usage was meh, I wouldn't put that in a rubric. Did that actually." }, { "speaker": "Rob", "startTime": "218.905", "endTime": "220.825", "body": "That's not a good rubric." }, { "speaker": "Jared", "startTime": "220.825", "endTime": "242.8", "body": "I did that actually in high school. I used meh in one of the rubrics and the kids were like, what does that mean? I'm like, you'll figure it out. But like something that's less subjective because the adjectives are already gonna be subjective. Find the ones that are specific and don't necessarily could cause questions later on that maybe you'll have problems with when you assess or your students ask questions like, what does meh mean for this?" }, { "speaker": "Rob", "startTime": "242.8", "endTime": "257.825", "body": "Yeah. So Well that goes into my number two. Okay. So that was also my alternate. But number two is make sure your language is clear and simple." }, { "speaker": "Rob", "startTime": "257.905", "endTime": "298.4", "body": "So, this stems for me from like Leviticus 19 eleven-twelve. Somebody says, Well, that actually just says, Do not steal, do not lie, do not deceive one another. Well, yeah, it's really simple. Do not lie, do not steal. So the more you can be clear, the more you can be simple, the better it is for you in terms of evaluation because, you know, especially if you use numbers, sometimes it's, you know, you did something a certain number of times, like all the time?" }, { "speaker": "Jared", "startTime": "298.4", "endTime": "298.87997", "body": "Yeah. Or" }, { "speaker": "Rob", "startTime": "299.91998", "endTime": "327.69998", "body": "so sometimes that can be that can be very helpful, but just be clear and be use simple language. Don't use jargon. So Yep. And the best way to figure this out is ask others to read your rubric. And if they can't figure out, if everybody in this group that you give, say you give it to three people, can't figure out what you're trying to say, then you need to simplify." }, { "speaker": "Jared", "startTime": "327.69998", "endTime": "328.18", "body": "Right." }, { "speaker": "Rob", "startTime": "328.18", "endTime": "328.66", "body": "Yeah." }, { "speaker": "Jared", "startTime": "328.66", "endTime": "334.25998", "body": "Okay. Could those others be students? Yes. Because that's my number three. Yes." }, { "speaker": "Jared", "startTime": "334.25998", "endTime": "348.57498", "body": "Is bringing students in. I think that's great. One of the things that I was a big fan of when I taught was doing holistic rubrics with my students. And you can choose to do that. That's where you look at exemplar texts with your students." }, { "speaker": "Jared", "startTime": "348.91998", "endTime": "388.765", "body": "You go over the objectives of the assignment, and you build a rubric together with your students. You know, there are certain guidelines that have to stay in there, and maybe you give them a simple template or a format to go by. But you go through a class with your students and say, we're gonna build this together. What do you define as an excellent paper here or an excellent, what are the marks of an excellent project or a poor project and those in between. Now, you're teaching multiple sections, this could get hairy because you've got different, you could potentially have a different rubric for each section." }, { "speaker": "Jared", "startTime": "388.765", "endTime": "417.90503", "body": "So that's where it's important that you kind of standardize that process and then review it and maybe after the day you synthesize it into one rubric from all of your sections And then the next day you present to your students and get their feedback from it for there. So that was my number three is get your students involved either in, like you said, and reviewing it to make sure it makes sense, the language makes sense, or actually building it and collaborating together with that." }, { "speaker": "Rob", "startTime": "417.90503", "endTime": "436.47", "body": "That's excellent. Thanks. My number three, my last one, it goes along with the ones that we've, they're all connected. But be consistent and fair in your evaluations, really comes from simple and clear language. Yep." }, { "speaker": "Rob", "startTime": "436.47", "endTime": "474.885", "body": "And the basis for this, you know, is one, you have to have really good objective statements, You know, course objectives, module objectives, whatever your unit of instruction looks like. Obviously in the modules you get really down to more of the you can't simplify it any further. Sure. Kinds of steps and actions. But the whole point in this is really stems from what God says in in Leviticus, again, nineteen thirty five to 36, where he talks about weights and measures." }, { "speaker": "Rob", "startTime": "474.885", "endTime": "504.11502", "body": "And and I know people are gonna say, that's really talking about commerce, Robin. It's like, yeah, but this is a commerce of sorts. And when you're establishing this back and forth, like you're gonna give me an assignment and I'm going to tell you whether or not it meets up to these standards. Well, I can't give, know, grade you at a certain level because I know who you are and do something different for somebody else. Well, they're just not as good as Jared." }, { "speaker": "Rob", "startTime": "504.11502", "endTime": "528.43005", "body": "Well, you don't grade differently, right? Yeah. Because scripture is pretty clear that God does not like that. And I think, you know, that gives you other things you have to think about. So Matthew seven twelve is probably the New Testament version where it kind of just puts it all together where Jesus said, treat others the way you would want to be treated." }, { "speaker": "Rob", "startTime": "529.15", "endTime": "554.16003", "body": "It's like, so when you're being evaluated, we all want to be evaluated fairly, right? I want to be, you want to know what am I going to be evaluated on? How am I going to be evaluated? And when you get to that and you see something and it says you did not meet this standard, there should be that thing, you might be upset, but there should be this thing in the back of your head that goes, yeah, that's right. Yeah." }, { "speaker": "Rob", "startTime": "554.24", "endTime": "554.8", "body": "You know?" }, { "speaker": "Jared", "startTime": "554.8", "endTime": "555.44", "body": "Right." }, { "speaker": "Rob", "startTime": "555.84", "endTime": "572.28503", "body": "It's not, I'm not saying, well you need to make sure you write your rubric so nobody is offended or harmed or anything like that. That's not what I'm saying. What I'm saying is it needs to be fair. It needs to be fair. It needs to be something where it's evident." }, { "speaker": "Rob", "startTime": "572.28503", "endTime": "577.68005", "body": "So that goes back to the other ones, clear and simple. So that's that's my three." }, { "speaker": "Jared", "startTime": "578.0", "endTime": "588.56", "body": "So it sounds like it boils down to clarity of language. And that's about it. Clarity of language. It seems like if you're over encompassing all that we're saying. Yeah." }, { "speaker": "Jared", "startTime": "588.83496", "endTime": "625.015", "body": "It comes back to really clarity of how you communicate those different steps of your or different columns and criteria of your rubrics. So that's best practices for developing rubrics. We're gonna do several of these throughout the summer with maybe we're not gonna, I'll tease that we may be doing something with all these later on in the calendar year or maybe in 2025, perhaps some sort of tangible way of taking these with you in some capacity. I won't say anything else. Basically, we're developing a drone that will follow you around." }, { "speaker": "Rob", "startTime": "626.29504", "endTime": "635.92", "body": "Gonna be a Rubric Bot. A Rubric Bot. An AI Rubric Bot. Rubot. You're gonna rue the day we made the Roobot." }, { "speaker": "Rob", "startTime": "636.31995", "endTime": "638.63995", "body": "It's gonna have our voices. It's gonna have Oh, no." } ] }