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Student Learning Outcomes and Rubric Application in the LMS: Graduate culminating projects (theses, dissertations, and more)
PROCEEDINGS

, , University of Tennessee at Chattanooga, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Unlike a traditional course with specific content as well as directed reading material and assignments, a capstone, thesis, or dissertation often begins as a broad individualized journey of research and inquiry, often delivered via an e-learning environment. Evaluation and assessment of students engaged in culminating graduate projects have been sporadic and difficult to measure. Student learning outcomes are often poorly articulated or not specified at all.

In this session, we will share the development and application of rubrics to the various stages and milestones of the dissertation and thesis process through the LMS. We have developed objective and measureable learning outcomes in addition to rubrics for ongoing evaluation of these graduate level culminating projects (theses, dissertations, and perhaps undergraduate research / honors projects). These rubric frameworks foster LMS implementation, maintenance, and assessment of student learning outcomes on an ongoing basis.

Citation

Crawford, E. & Rausch, D. (2015). Student Learning Outcomes and Rubric Application in the LMS: Graduate culminating projects (theses, dissertations, and more). In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 181-186). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 25, 2020 from .

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