WCET Annual Meeting Presentation

1. Faculty Peer Review Rubric
(August 2012 – Rubric Iteration)
MISSION STATEMENT
The mission of Ashford University is to provide accessible,
affordable, innovative, high-quality learning opportunities and
degree programs that meet the diverse needs of individuals
pursuing integrity in their lives, professions, and communities.

2. Fostering Critical Thinking Inspiring in Students a Quest for Further Knowledge
Performance
Distinguished Proficient Developing Introductory/Beginning Not Observed Level
Levels
Fostering Critical Consistently fosters critical Fosters critical thinking by At times fosters critical Critical thinking is Encouragement
Thinking thinking by challenging challenging students to thinking by challenging minimally encouraged in of critical thinking
students to elaborate on elaborate on their students to elaborate on the classroom. in the classroom
Elements of fostering their thoughts, question thoughts, question their their thoughts, question is nonexistent.
critical thinking may be their assumptions, examine assumptions, examine their assumptions,
found within discussion biases, communicate in a biases, communicate in a examine biases,
clear and concise manner, clear and concise communicate in a clear
responses, instructor
and defend their positions manner, and defend their and concise manner, and
feedback, and the throughout the course. positions throughout the defend their positions in
Instructor Guidance course. some areas of the course.
section.
Additional Feedback: It is recommended that in discussion responses, instructors pose questions specific to the student’s post (e.g., Could you elaborate further on your
point? Could you express your view in another way? Did you answer the question at hand? How is your view supported by the readings?). You might
utilize this glossary of critical thinking terms to learn more: Glossary of Critical Thinking Terms (http://www.criticalthinking.org/articles/glossary.cfm).
It is recommended that you ask students specific questions in the discussion forum. Doing so will encourage students to elaborate on their thoughts,
question their assumptions, and prompt them to defend their statements. What types of questions could you ask your students to foster their critical
thinking skills?
It is recommended that you use student responses as a springboard when responding in the discussion forum. This shows that you acknowledge
their responses and allows you to expand their views by offering your instructor expertise.
It is recommended that you use various questioning strategies with responses in the discussion forum. Asking questions that encourage students to
consider, apply, evaluate, defend, and/or explain information is a great way to foster critical thinking skills.
Challenging students to think critically involves inspiring in students a quest for further knowledge. You can do so by asking students questions like,
“Did you analyze the readings and identify key concepts about the issues?” “What questions have you identified on this topic?” “What assumptions
have you made which you plan to further pursue?” Please visit the Institute for Critical Thinking and read this interview with Dr. Paul to learn more:
Critical Thinking: Basic Questions and Answers (http://www.criticalthinking.org/aboutCT/CTquestionsAnswers.cfm).
Instructors may ask students to elaborate on their responses to extend their thinking about other possibilities or perspectives. The goal is for students
to challenge their assumptions and perspectives.
Instructors are encouraged to ask questions, prompting students to elaborate on their thoughts, question their assumptions, assess their own learning,
defend their statements, or share a personal/professional experience that relates to the content of the course materials and readings. The goal is to
extend students’ reflections on the topic and challenge students to apply their knowledge.
It is recommended that you write more than one- or two-line discussion responses to promote better dialogue and critical thinking within each
discussion forum.

3. You do a solid job in the forum, and most of your responses spur additional thinking about the course materials, though the thinking is not always
critical in nature.
Your posts are sometimes a little thin and could provide additional instruction. Please keep in mind that you can expand upon your responses by
providing links to additional content that may interest or compel students. Also, don’t hesitate to cite the posts of other students in the forum; this is
another way to engage them in student-student discussion.
Your feedback on papers is consistently instructive; however, you could do more to spur students to take up further inquiry.
While many of your responses spur additional thinking about the course materials, the instructional component is often a little thin. Think of the forum
as a space to provide additional instruction as well as to support student inquiry.
In general, your responses spur additional thinking about the course materials, though the thinking is not always critical in nature. Work on fleshing out
your posts a bit more, and don’t hesitate to cite the posts of other students in the forum; this is another way to engage them in student-student
discussion.
You provide informative responses to discussion posts and regularly encourage critical thinking. As you seem to be aware, critical thinking can be
stimulated by challenging students’ assertions and/or asking them to elaborate on certain ideas or positions. This should also occur when providing
feedback to written assignments.
Your instruction in the forums is solid, but we recommend that you spur student interest by asking additional questions that inspire additional thinking
and discourse on the topics. Please keep in mind that you can expand upon your responses by providing links to Web content that may interest or
compel students.
You do an adequate job in the forum in terms of instruction, but we recommend that you spur student interest by asking follow-up questions that
inspire additional thinking and discourse on the topics.

4. Instructive Feedback to Students Providing Students with Specific and Challenging Feedback to Extend Their Learning
Performance
Distinguished Proficient Developing Introductory/Beginning Not Observed Level
Levels
Instructive Feedback Instructive feedback Instructive feedback Feedback provides Feedback is generic and Feedback to students
to Students challenges and provides students with general suggestions for does not provide is limited at best.
inspires students while specific suggestions to students to improve their students with any
Instructive feedback to providing specific improve the quality of work and thinking. suggestions for
students is primarily suggestions to their work and thinking. improvement.
found in discussion improve the quality of
responses and their work and
Gradebook feedback. thinking.
.
Additional Feedback: When offering feedback to the student, be sure to be specific. For example, do not make general comments in the discussion forum. Instead, explain
to the student exactly how a response was "good work." Giving specific feedback will encourage your students to continue to do good work in future
responses.
If the student offers the minimal illustration to substantiate a post or written assignment, offer additional examples or questions to further their
understanding, e.g., "I like your point regarding Froebel's contribution to the kindergarten classroom. What do you think about Pestalozzi's
contributions? Personally, I respect the fact that he wanted the classroom to include more opportunity for sensory learning."
When responding in the discussion forum or written assignments, ask questions that encourage students to reflect and assess their own learning.
This questioning also stimulates student learning. Avoid asking “yes or no” questions; instead, ask questions that will encourage your students to
interact with the material. For more information regarding effective questioning, take a look at the following article:
http://education.stateuniversity.com/pages/1836/Classroom-Questions.html
It is essential to provide feedback on all written assignments. In doing so, address an area of strength, an area of weakness, and provide specific
suggestions for how to improve on the next assignment. Provide additional resources for students, like the Ashford Writing Center, books, and
websites.
Instructors need to provide individualized feedback in some form for all assignments and discussions. This practice validates the student’s work and
provides opportunity for further reflection and learning.
Instructor feedback should be framed in such a way that it is constructive and encouraging.
Instructors should provide additional resources which support the feedback and student learning. Additional resources may include links to websites,
articles, resources, videos, tutorials and/or books.
Instructor feedback identifies strengths on which students can build and communicates how student can improve in the future.
It is required that you provide specific, non-generic feedback in all discussions. It is also recommended that you give feedback regarding points
earned, not just points lost on discussions.
Utilize discussion forum and assignment rubrics for grading, in addition to providing feedback to students. Students’ grades must reflect the quality of
their work.

5. Your feedback on papers is consistently instructive; however, you could do more to spur students to take up further inquiry.
You do a brilliant job with the grammatical, mechanical, and technical aspects of writing in this course. Because this is a course in technical
communications, the emphasis is skewed (understandably) in favor of the technical. However, don’t forget to comment on the quality of your students’
efforts.
When you grade discussions and assignments, consider deploying the rubrics with a few personal sentences that generally acknowledge student
strengths, such as quality of ideas, creativity, and ability to organize.
The feedback on your written assignments is solid; however, it would be good to see you tackle the discussion forum with constructive feedback that
is equally in-depth.
Comments on paper drafts and papers are very general. If you make in-line comments in Word documents, students have a better idea of where
errors occur and revisions are needed. English courses are already courses in composition, so don’t forget to markup errors in grammar, mechanics,
and style.
It is recommended that instructors identify strengths on which students can build and communicate clearly how a student can improve their work in
the future through summary comments and/or in-text feedback.
A review of the written assignments, as well as the posts, indicate that the feedback being provided to the students regarding their work is generic.
The feedback does not include or minimally includes suggestions about how a student can improve their thinking or understanding of material.
It is important that students not only gain knowledge of content, but that they also improve their thinking/analysis skills.
A review of the written assignments, as well as the posts, indicate that the feedback being provided to students is instructional both in content and
writing.
The feedback includes suggestions about how students can improve their thinking or understanding of material. You also provide correction and
direction in writing where needed.
You do a solid job with feedback both within the forum and in the feedback section of the Gradebook; however, you could encourage students to be
more deliberately reflective and more academically curious.

6. High Expectations Defining and Communicating Clear Expectations Encourages Active Engagement
Performance
Distinguished Proficient Developing Introductory/Beginning Not Observed Level
Levels
High Expectations Effectively demonstrates Actively communicates Somewhat communicates Provides minimal or No communication
high expectations and maintains high and maintains high inconsistent about course
High expectations are throughout the course, expectations while expectations while holding communication about expectations or
communicated to while holding students holding students students accountable for course expectations supporting
students primarily accountable for insightful accountable for exchanges, basic and/or supporting standards for
through the exchanges and high exchanges, adequate performance on standards for student student
Announcements quality performance on performance on assignments, and active performance in the performance in the
section, Faculty assignments, and assignments, and active engagement in their own classroom. classroom.
Expectations section, promoting active engagement in their own learning.
Instructor Guidance engagement in their own learning.
area, discussion learning.
responses and
Gradebook feedback.
Additional Feedback: Hold students accountable for high-quality forum posts by assigning appropriate percentages as defined by the discussion forum rubric. Additionally,
by participating in discussions, you can demonstrate high expectations and also provide encouragement.
Utilize discussion forum rubrics and assignment rubrics for grading, in addition to providing feedback to students. Students’ grades must reflect the
quality of their work.
Instructors are encouraged to hold students accountable for high-quality work by assigning appropriate percentages, as defined by the grading
rubrics, when grading.
Hold students accountable for high-quality forum posts by assigning appropriate percentages as defined by the discussion forum rubric. Additionally,
by participating in discussions, you can demonstrate high expectations, and also provide encouragement.
Hold students to a higher, more consistent standard in all assignment areas. You need to provide more constructive feedback for the work in
discussions, in particular; use the rubrics to guide your grading.
When providing feedback, be supportive while maintaining high expectations for the student. Offer the student positive encouragement and
constructive feedback without using a negative tone. Identify what they do correctly, and avoid a negative or insulting tone when explaining what they
can do differently to enhance their work.
Instructors can model high expectations by providing substantial, unique, and individualized discussion responses which are properly cited.
Instructors can provide opportunities for students to take their learning to a higher level by including additional resources in the Instructor Guidance.
Consider providing your students with additional recommended resources to take their learning to a higher level.

7. Instructors need to communicate expectations openly and through consistent and timely reminders in various course locations. This helps students to
fully understand the expectations for the course.
It is recommended that you use course announcements to remind students about faculty expectations and ways to improve each week.
It is required that you post a reminder and summary of assignments in each week’s Instructor Guidance.
It is recommended that you provide feedback about concepts and ideas presented in the course, not just personal opinions and experiences.
It is recommended that you revise the Faculty Expectations section of the course to align with higher standards to roll out in the next iteration of the
course.
Consider revising your Faculty Expectations to put a positive spin on the kind of work to which students should aspire. That is to say, use this space to
do more than disseminate policy. Then leverage the rubrics in ways that deliver on your expectations.
It is important to communicate your expectations openly and be consistent and timely with reminders in various parts of the course, including
Announcements, Instructor Guidance and Gradebook feedback.
It is clear from your communications with students that you expect them to turn in quality work and to engage in insightful thinking. Nice job!

8. Establishing Relationships Promoting a Collaborative Community of Learners Through Active Relationships
Performance
Distinguished Proficient Developing Introductory/Beginning Not Observed Level
Levels
Establishing Creatively uses available Effectively uses Demonstrates a basic Demonstrates a minimal Does not use
Relationship tools (Announcements, available tools use of available tools use of available tools available tools to
Instructor Guidance, (Announcements, (Announcements, (Announcements, establish
Establishing Faculty Expectations, Ask Instructor Guidance, Instructor Guidance, Instructor Guidance, relationships that
relationships is primarily Your Instructor, Ashford Faculty Expectations, Faculty Expectations, Faculty Expectations, promote a community
facilitated through Café, emails, discussion Ask Your Instructor, Ask Your Instructor, Ask Your Instructor, of learners.
discussion responses, forum) and strategies to Ashford Café, emails, Ashford Café, emails, Ashford Café, emails,
the Announcements enhance relationships, discussion forum) to discussion forum) and discussion forum) and
section, the Meet Your creating a community of establish relationships strategies to foster strategies to foster
Instructor section, learners willing to take that promote a relationships with relationships with
Instructor Guidance risks and actively engage community of learners. students. students.
area, Gradebook with one another.
feedback, and through
instructor emails.
Additional Feedback: Adding humor, quotes and images related to the course subject matter will enhance the learning environment. Try the following site for quotes:
http://www.quotationspage.com/. Be sure to cite any sources you use correctly!
Instructors are encouraged to infuse presence, personality, experiences, and knowledge through the use of images, humor, quotes, links to videos,
personal stories/anecdotes, and other multimedia. These efforts build a sense of community among class members.
When responding in the discussion forum, address students by name to personalize your response. When responding in the introduction forum
(Post Your Introduction), attempt to find commonalities in order to connect with your students. It is required that you respond to all students in the
introduction forum to personalize the learning experience for each student, just as you would in a face-to-face classroom.
Instructors are encouraged to use a professional, encouraging, supportive, warm, caring, understanding and empathetic tone in communications with
students.
You have an engaging writing style but could work on making your posts and responses just a little more personal and robust.
Please be sure to take full advantage of the Week One Introductions forum to get to know all of your students—and to let them all get to know you!
It is important to track your responses to students in the discussion forum and interact regularly. This ensures that all students have the benefit of
your contact throughout the course.
Instructors are encouraged to respond in a timely manner to student emails and questions posted in the Ask Your Instructor forum. This contributes
to students feeling supported in their learning.

9. Instructors can support student success by referring them to resource areas within the classroom such as the Meet Your Instructor section, Faculty
Expectations, the Post Your Introduction forum, Ashford Café, and information about the Ashford Library.
Instructors can foster connections between students by noting common threads in discussion or assignments and/or addressing common challenges
or questions which arise during the learning week.
It is recommended that you use the course announcements more often to promote a richer learning environment. It is a requirement to post a picture
of yourself or of your interests in the Meet Your Instructor tab to help build a relationship with students and put a face to your name.
You use the available tools in the classroom effectively to establish relationships with students for the purpose of creating a community of learners.
You employ the available tools in the classroom, but could use them more effectively and perhaps more creatively.
Announcements, Instructor Guidance, Faculty Expectations, and discussion forums could be used more effectively and/or creatively to stimulate
student engagement and interaction.

10. Instructor Expertise Encourage Student Comprehension and Application Through the Sharing of Instructor Knowledge and Experiences
Performance
Distinguished Proficient Developing Introductory/Beginning Not Observed Level
Levels
Instructor Expertise Effectively and consistently Frequently utilizes At times demonstrates Rarely demonstrates Does not
utilizes expertise in subject expertise in subject matter expertise in subject expertise in subject matter demonstrate
Instructor expertise is matter by providing personal by providing personal matter by providing by providing personal expertise in
primarily integrated experiences, which connect experiences, which personal experiences, examples which connect subject matter.
through discussion course knowledge to real- connect course which connect course course knowledge to real-
responses, Instructor world examples. Enhances knowledge to real-world knowledge to real-world world examples. Minimally
Guidance area, and course content and resources examples. Enhances examples. Minimally enhances course content
Gradebook feedback to encourage student course content and enhances course and utilizes limited
comprehension and resources aligned to content and resources resources aligned to
application of course learning course learning aligned to course course learning
outcomes. outcomes. learning outcomes. outcomes.
Additional Provide personal examples of expertise related to the course and weekly outcomes that bring the content to life, and bring the work world into the
Feedback: classroom. Personal examples make the content and theory relevant to the learner. Including personal examples and/or case studies in your
Instructor Guidance posts will make the content more meaningful to your students.
Including personal examples and/or case studies in your Instructor Guidance posts will make the content more meaningful to your students.
Your guidance mostly reiterates the weekly overviews; work on fleshing these out more while connecting the topics you introduce to the assignments
that students are doing in a given week.
It is recommended that you use the guidance area to do more than reiterate due dates and reading assignments. Provide guidance that will help
students perform optimally on their weekly assignments.
Your guidance in this course is interesting and informed but could be better organized and revised to provide clearer support of specific assignments.
Your guidance in this course is very interesting and informed; the media you include underscores your points in ways that are engaging and
entertaining. Nice job!
Your guidance mostly reiterates the weekly overviews; work on fleshing these out more while connecting your discussion to the assignments in a
given week.
The purpose of the Instructor Guidance section is to provide an overview of the assigned material. In essence, it is the equivalent of a lecture in a live
classroom. Although you list the topics with which students should become familiar, it is recommended that the guidance provide a more
comprehensive overview, similar to a live lecture.
Your guidance and responses to discussion posts reveal your expertise in the subject matter. The purpose of the Instructor Guidance section is to
provide an overview of the assigned material. In essence, it is the equivalent of a lecture in a live classroom.

11. Although you provide links to resources where students can obtain more information, the Instructor Guidance section should also include your
discussion of the assigned readings to assist in the understanding and synthesis of the material.
Your guidance in this course is interesting and informed but could be better organized and revised to provide clearer support of specific student
assignments. Consider using headings and sub-headings to make materials easer to scan and to match against the assignments that are due.
Provide students with additional resources to enhance their learning, like websites, articles, videos, and books.
Instructors can integrate their expertise through providing additional resources such as websites, articles, videos, tutorials, and books.
Instructors are encouraged to integrate expertise and insights gained through professional and personal experiences into multiple aspects of the
course.
APA is one element of students’ work, and should not be the only area referenced by your feedback. It is crucial to provide feedback on content,
ideas, and students’ overall work.
Instructors can enhance students’ learning by building on key points of students’ assignments using their expertise and experience.
You may try enhancing your students’ learning by building on the key points of students’ assignments in your feedback
Provide personal examples of your expertise related to the course and weekly outcomes that bring the content to life, and bring the work world into the
classroom.
You are encouraged to integrate your own knowledge and experience related to the week’s topics in your discussion responses to students.
Your feedback on graded assignments and your posted discussion board responses are good ways to share your expertise and experiences in the
area of study.