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January 2021

 

Ed Parker
      James Madison University

Grading an IBL Course: Or Instead of And and Using Rubrics as Blunt Instruments


 




Because of the dynamics of IBL pedagogy, a teacher using IBL has available classroom observations typically not available to a lecturer or even a “follow my prompts” interactive classroom conductor. 

In this talk, a case is made for using these observations as a part of the assessment process as both grade producers and to suggest what questions should be asked if tests are to be used.  Changing the emphasis from

“the student, after being taught, can do this and this and …” as suggested by averaging grades or giving weights to various aspects of highlighted assignments and adding


to

assessing “the student did this, or the student did this, or …”

is advocated. 

Connecting a grade to these or’s with a blunt rubric is discussed in the context of different course expectations.  Illustrations are made in Moore-method classes, an IBL Mathematics for Elementary School Teachers class, and an IBL/Moore-method class in Math-for-Students-Who-Don’t-Want-to-Take-Math.

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