Message from the CITES Director

This is the last issue of the CITES Newsletter from CITES in its current structure. It has been a privilege and pleasure to direct CITES. The center’s primary mission has been to provide an environment to consult on the design, development and presentation of instructional and professional materials, to explore technological solutions to meet your needs, and to represent the excellence that the School of Nursing stands for on the SON website. We hope CITES has served you well. The new combined ITS/CITES structure directed by Jan Blue will continue to provide these services.

Please continue to make requests using the CITES service request form until you hear otherwise.

Vicki

Computer Tip

To increase text size in your Internet browser, select CTRL, then the plus sign (CTRL+). To decrease, select CTRL, then the minus sign (CTRL-).

Electronic Portfolios

A portfolio is a collection of someone’s work overtime. It could be students’ documentation of their work during their professional program or teachers highlighting examples of their development and accomplishments. Portfolios have traditionally been compiled into a binder or notebook, but now can be created electronically as a website that showcases and illustrates personal and professional development by exhibiting previous academic work, personal reflections, and selected documentation of learning. ePortfolios serve as a testament to what has been learned and what skills have been developed over time. Since ePortfolios are online, they are easily shared with multiple individuals (e.g. instructors, peers, potential employers) and can be customized for the different audiences. The online organization of an ePortfolio makes navigating materials much easier than paging through a cumbersome binder. In addition, different media (i.e. pictures, audiovisuals) can be easily included. ePortfolios combine the intent of the traditional binder portfolio with previously unimaginable options for the compilation of artifacts and evidence of learning, and they also can be incorporated as a teaching strategy to enhance learning.

Facilitates reflection on professional development
ePortfolios also serve as beneficial learning tools because they can document for students and instructors the development of students’ knowledge, skills, and attitudes over the course of a semester, year, or undergraduate/graduate program. Students can reflect on papers and experiences from previous courses. This can be especially useful if courses within a program build upon each other. For example if cultural competence is integrated throughout the curriculum, a portfolio can illustrate student development through relevant coursework assignments, reflections on clinical experiences, and artifacts and reflections from extra-curricular activities.

Encourages students to set their own educational goals and be responsible for achieving them
An ePortfolio can be used for setting educational and personal goals, planning strategies to meet those goals, and assessing progress. Students can use ePortfolios to reflect on their educational goals and make connections between where they are and where they want to be; and between their educational and personal goals. ePortfolios can be shared with mentors and advisors to assist students in assessing progress toward their goals. ePortfolios provide a mechanism that allow advisors, mentors, and/or instructor to review students’ work, praise their accomplishments, suggest areas for development, and advise other learning experiences.

Integrates theory and practice
ePortfolios provide a medium for students to demonstrate how they have transformed theory into practice. It supports a holistic approach to learning, especially integrating course content with clinical experiences. Students can be asked to articulate and reflect on what they have learned and integrate it with various other learning experiences. For example, students can post specific assignments that demonstrate what they are learning about a nursing theory in class and then post reflections on its application or their observations in clinical environments.

Facilitates a creative way for students to represent themselves and their education via digital resumes
Students can personalize their ePortfolios for different audiences. By choosing what content and experiences to include, students can present a personal picture of themselves and their educational experience. Potential employers can be sent an online resume that includes examples of a student’s actual work.

ePortfolios continue to gain popularity among students and instructors alike because they can be personalized to fit student and program needs, and they provide a flexible medium for students to track learning and development over the course of their academic programs.

A well-rounded ePortfolio will include:

• Course assignments and reflections
• Clinical experiences
• Extra-curriculum activities:
  • Conferences
  • Trainings
  • Volunteer work/community involvement
  • Travel experiences
• Personal goals and development plan
• Examples papers/projects/posters
• Leadership experiences
• Published papers
• Creative writing
• Links to professional affiliations
• Pictures and videos
• Information or visuals that personalizes the ePortfolio

Take a tour of the Johns Hopkins Digital Portfolio to explore how a quality system can work. Note: there is a slight delay after the initial text is displayed; then use the right arrow to advance the presentation.

The following links provide examples of individual student’s ePortfolios:

Kalamazoo College:
http://www.kzoo.edu/pfolio/example/jenks/home.htm
http://www.kzoo.edu/pfolio/example/foley/

Penn State University:
ePortfolio Gallery (screen shots)
http://eportfolio.psu.edu/gallery/index.html
Grad Gallery (screen shots)
http://eportfolio.psu.edu/gallery/grad.html

LaGuardia Community College:
Check out the Featured Student ePortfolio and visit the ePortfolio Gallery of basic level ones: http://www.eportfolio.lagcc.cuny.edu/

More information on ePortfolios:

Helen Barrett, Ph.D. researches ePortfolios and provides a wealth of information on her website. Also provides an example of a professional ePortfolio.

LiveText is an application that can be used for accreditation and ePortfolio development.

Batson, T. (2002). The Electronic Portfolio Boom: What’s it All About? Campus Technology [On-line serial].

UNC ITS Pilots Tablet PC

The campus Information Technology Services (ITS) initiated a pilot to explore the educational potential of Tablet PC technology by supporting a variety of faculty proposals during the 2006-2007 academic year. Tablet PCs are laptop computers with enhanced capabilities for writing on the computer screen with a stylus pen. The Tablet PC screen can be placed flat on a desk, and, just as with pen and paper, a Tablet PC user can write directly on an open electronic document. The writing can then be saved as part of the document. Tablet PCs can be used during lectures to write on projected images, and marks or comments can be added to students’ electronic documents for editing and grading purposes. These uses and more were explored through the UNC pilot.

Ten faculty members representing a variety of academic areas (e.g. English, Economics, Education, Chemistry, and Art History) were given Tablet PCs. Carol Durham represented the School of Nursing by integrating an innovative use of the tablet PC in the Clinical Education and Resource Center lab. Ms. Durham used the Tablet PC to conduct randomly selected Fundamental Competency Exams with juniors in their first semester of the BSN or ABSN programs. In order to advance, students must pass this clinical exam. In the past, Teaching Assistants (TAs) used paper forms to evaluate each student as they completed a variety of clinical tasks. After the TAs completed the evaluations, students were given the opportunity to review their grading sheets before leaving the building. However, students were not allowed to leave with the paper evaluation forms because the forms needed to be placed in each student’s file. Therefore, limited time was available to students for review of their evaluations and process the information so that they could consider what they could do better. Copies of the evaluation form were only available at a later date and only by request. This was a time-consuming and tedious task for Ms. Durham, the TAs, and the students.

When using the Tablet PC to fill out the evaluation forms, Ms. Durham noticed an immediate improvement in providing feedback on performance during the Fundamental Competency Exams. In the past, over 800 paper forms had to be printed before the exam and placed in each student’s file afterwards. TAs using Tablet PCs completed and stored the selected students’ evaluation form electronically, thus saving both paper and time. In addition, after the pilot students had completed the Fundamental Competency Exam, each student’s evaluation form was emailed to him/her, thus allowing, students to thoughtfully review the comments on their own time and reflect on skill improvement. The Tablet PCs provided a very welcomed support tool for Ms. Durham, her TAs, and the students.

In addition to using the Tablet for evaluations, Ms. Durham personally used the Tablet PC on a daily basis, and she described it as a “transportable asset” because of its lightweight and ease of use. She could write on students’ electronic documents and email them back with handwritten edits in PDF or Word formats. She used the screen writing function to provide feedback and editorial comments on master’s projects, and she reported that it was easy and efficient to use her Tablet PC to write notes during meetings and save them right to her computer. Overall, Ms Durham had a very positive experience with her Tablet PC and enjoyed the opportunity to explore its educational potential.

How other faculty have used Tablet PCs
On campus, faculty have incorporated Tablet PCs into their classrooms in many different situations to enhance teaching and improve student learning:

• Instructors projected their PowerPoint slides and wrote comments in blank slides or additional sections of their notes throughout lectures.
• The drawing capabilities of using a stylus pen to mark on the Tablet PC screen were used to provide additional visual representations of concepts (such as diagrams and flowcharts) while presenting instructional material
• Documents in MS Word, MS PowerPoint, and Adobe Acrobat were opened on Tablet PC screens, and instructors used the stylus pen to edit, highlight and save their feedback. Instructors could also spell out difficult terminology/names in real time during lectures for students to copy.
• The stylus pen was used to circle important parts of pictures and diagrams, helping to focus student learning.
• The wireless capabilities of Tablet PCs enabled instructors to walk around the classroom while writing and simultaneously projecting presentations. Faculty teaching in large lecture halls reported that this helped to keep students engaged.
• Instructors could choose different colors to write on student documents emphasizing different points, saving the comments, and sending students their papers back via email. This makes editing easier for large projects such as theses and dissertations that contain different comments from different reviewers. In addition, since the files are saved electronically, instructors can maintain a record of specific comments that can be referred to when students submit future drafts.
• Demonstrations in real time show students the sequential steps for how to solve mathematical problems (e.g. pharmacology dosage calculations) can be saved and emailed to students or posted in Blackboard for future reference.
• The Tablet PCs can be used in conjunction with the Whiteboard function of Blackboard, using the stylus instead of the available tools to write on the whiteboard.

ITS conducted a survey with students (approximately 350) in six of the classes in which the Tablet PC was being used. Students were asked to rate each item on a 5-point scale; the middle rating was defined as “no effect” with two progressively more positive and two progressively more negative ratings possible. Based on the118 students who submitted the survey, students rated that the instruction’s use of the Tablet PC (58.5%) made the lecture material a little easier (51.7%) or much easier (37.3%) to understand, that they paid a little more (54.2%) or much (31.4%) more attention, and that drawing attention to points by writing on the Tablet and projecting it during class had a slightly positive (38.1%) or very positive (58.5%) effect on learning. When asked: If your instructor were teaching a course with two sections, one with the Tablet PC and one without it, 95% of the students chose the section with the Tablet PC.

If you would like more information about the Tablet PC, please see the links below.

Faculty participate in Tablet PC pilot this fall. (2007). Retrieved June 21, 2007, from Inside ITS, UNC Information Technology Services. Web site: http://its.unc.edu/inside/fs/?p=24

The Microsoft Windows website provides a Tablet PC demo. http://www.microsoft.com/windowsxp/tabletpc/evaluation/tours/default.mspx

Announcements

Creating Effective Group Assignments
A teaching workshop sponsored by:
The School of Nursing Graduate Teaching Assistant Development Program
Thursday, March 8, 2007
12:00 PM - 1:00 PM
Carrington Hall, Room 304

 

University of North Carolina’s Teaching and Learning with Technology Conference
March 21-23, 2007
Hilton - North Raleigh
http://conference.unctlt.org

Blackboard: Customizing Your Course Menu

When Blackboard course sites are created, they all start off with the same menu that looks like this.

 

As you add content via the Control Panel, you may find that one or more menu item titles just don’t “fit” your content, or you may choose to not use some items, instead of leaving them “as is.” Speaking from the student perspective, there’s nothing more frustrating than clicking on a menu item only to find an empty page. It’s a waste of time.

 

Did you know that you can rename your course’s menu items to better describe the content, or delete them altogether if you don’t need them? Consider customizing and consolidating your course menu, not only for your benefit, but for the benefit of your students as well.

 

1. Go to the Control Panel.
2. Select Manage Course Menu [screenshot] . All of your menu items will appear here.
   1. To rename a menu item, select the Modify button.
   2. To delete a menu item, select the Remove button.
   3. To add an item, select the appropriate button from the Add Toolbar near the top of the page.
3. Click Submit when finished.

You can change the order of your menu items by selecting the drop-down menu to the left of its name and changing the number. Blackboard will automatically refresh the page to display the new order.

 

Once you’re finished, navigate back to the front page of your course. You may need to click the Refresh button in your course menu to see your changes.

 

If you want to get creative, you also have the option of changing the color and style of your menu.

 

1. Go to the Control Panel.
2. Select Course Design.
3. Select Course Menu Design [screenshot]
   1. If buttons, select the type, shape and style of your buttons.
   2. If text, select the background and text colors.
4. Click Submit when finished.

Once you’re finished, navigate back to the front page of your course. You may need to click the Refresh button in your course menu to see your changes.

 

CITES has created a Flash tutorial that takes you through these instructions step-by-step.

For more information: 

1. UNC Help: How to customize Blackboard’s Course Menu
2. CITES Tutorial: Managing Blackboard’s Course Menu

Audience/Student Response Systems

Lectures have long been considered an effective method of teaching large amounts of information to large groups of students. Have you questioned whether this is the most effective strategy for student learning? For the most part, students attending lectures play a passive role and their concentration probably falls off about 15 minutes into class (Wankat, 2002). Although results vary in strength, studies consistently show that all forms of active learning increase student learning (Prince, 2004).

Have you wondered what techniques exist to increase active learning, thereby increasing students’ acquisition and retention of knowledge? Incorporating an audience response system into your teaching can be one strategy. Audience response systems utilize wireless technology consisting of hand-held transmitters and a receiver that collects student responses. Instructors can pose questions within a PowerPoint presentation, prompting students to submit answers via hand-held transmitters. Aggregate answers can be instantaneously visible to the class, and answers submitted by individual students can also be recorded to track each student’s performance.

Audience response systems promote a more interactive learning environment and allow instructors to assess students’ understanding throughout each lecture. Instructors can quickly alter their presentation to match the students’ level of understanding. In addition, questions can be specifically designed to give students the opportunity to practice application and critical thinking.

In lecture settings an audience response system can be used to:

• Create an interactive learning environment
• Motivate students to keep engaged and actively participate
• Instantly assess student comprehension
• Provide immediate feedback
• Track student performance

Two examples of Audience Response Systems are:

• eInstruction CPS
• Qwizdom

If you are interested in using an Audience Response System, please contact Vicki Kowlowitz at kowl@med.unc.edu. CITES can advocate for its adoption and then assist you in using this system effectively.

References:

Bransford, J. D., Brown, A. L., and Cocking, R.R. (Eds.) (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press. (Available online, http://books.nap.edu/html/howpeople1/)

Prince, M. (2004) Does active learning work? A review of the research. Journal of Engineering Education, 223-229.

Wankat, P. (2002). The Effective Efficient Professor: Teaching, Scholarship, and Service. Boston: Allyn and Bacon.

Reconsidering the Use of Peer Evaluation

Peer evaluation can be a powerful teaching and learning strategy in some classroom situations. It can encourage students to take a more active role in coursework, and it can provide opportunities for students to make useful and thoughtful comments or suggestions through collaboration and patience.

Instructors can require students to formally evaluate their own work and the work of fellow students on specified individual or group projects, papers, or presentations. When implementing peer evaluation, both instructors and students must understand and agree upon the elements to be evaluated, and what tools will be used. Rubrics, which are grading tools created to communicate the expectations of assignments, can provide a good starting point for developing peer evaluation items. Instructors can provide students with a clear rubric to follow, or students can be asked to create their own ground rules and rubrics for the peer evaluation of a specific project. You can refer to the article “Using Rubrics” in the CITES Newsletter for more information and helpful resource links.

In some cases, the instructor may choose to factor the results of peer evaluations into each student’s final grade, but this would depend on the objectives of the exercise and should be done with caution. Regardless of the grading factor, instructors using peer evaluation in group projects must:

• Communicate to the group that the group process, as well as the final project outcome, is important;
• Provide a mechanism for assessing student participation and involvement in the group assignment.

Benefits for student’s participation in peer evaluation of individual projects may include:

• Enhancing student focus on tasks that must be completed;
• Helping students understand the criteria used to determine their grades;
• Providing students practical insight on how their peers approach the same assignment;
• Providing students with the experience of receiving and giving feedback;
• Keeping students engaged during another student’s presentation.

The benefits of using peer evaluation in group projects may include:

• Providing evidence to the group that the group process, as well as the final project outcome, is important;
• Encouraging students’ accountability to each other;
• Providing students with the experience of receiving and giving feedback;
• Providing students with feedback on how others perceive their interpersonal communication skills and contributions to a group team effort.

A frequent argument against peer evaluation is that students will not be objective in evaluating their classmates, either to enhance their own personal achievement or due to interpersonal relationships with individual classmates. Instructors must ensure that students fully understand that in a course setting, peer evaluation is a valuable strategy for learning and in obtaining feedback, but there will be set limits to incorporating peer evaluation results into student grades.

One way to introduce students to some of the benefits of peer evaluation of individual assignments can be achieved by having students evaluate examples of students’ work from previous years. This effectively eliminates the personal or interpersonal factors, and can help students to learn the expectations of an assignment by reviewing good and poor examples of what their peers previously accomplished. This may also help students become comfortable with the process of evaluating peers.

To increase the usefulness and validity of peer evaluation with current classmates, the process can be set up to be strictly anonymous. For individual paper assignments, anonymity can be implemented so that both the student whose paper is being evaluated and the evaluator remain anonymous. For individual presentations and group projects, the evaluator can be anonymous. The disadvantage of anonymity is that the evaluator cannot be held accountable for feedback that may be arbitrary or unfair. Therefore, you may wish to make a distinction between anonymity and confidentiality. Feedback can remain completely anonymous when provided by one student to another, but you as the instructor will have the confidential identity of each peer evaluator. If peer evaluation is set up using this combination of anonymity between students and confidentiality held by the instructor, all students must clearly understand that you as their instructor will hold each peer providing feedback accountable for their specific input.

Instructors frequently consider using peer evaluation as part of the process when students are required to complete assignments requiring group cooperation. As you have no doubt experienced, group projects are seldom a student favorite. Group projects can be challenging because they require a distribution of workload between group members and the efforts to complete tasks is not always equitable. Implementing and sharing the results of peer evaluation during the process of completing the project may be one way for students to address and remedy perceived inequities. Again, it is important to

• Create an evaluation rubric ahead of time;
• Decide on whether the feedback will be anonymous;
• Decide how, if at all, the peer evaluations will be counted in the student’s grade.

Instructors need to keep in mind that for group projects, it may also be important to devise a mechanism so that students will be able to respond to individual feedback –whether or not it is anonymously provided.

As previously stated, sound ground rules and well-designed rubrics are essential to the success of using peer evaluation in any specific classroom project. As with all instructional strategies, peer evaluation needs to be considered within the context of the learning objectives of the assignment and the most effective strategies for students to achieve those outcomes.

We invite you to contact CITES if you would like to brainstorm ways to incorporate peer evaluation into your class. Below we provide some examples of peer evaluation forms and links to other resources of use when you consider, or reconsider, using peer evaluation:

A peer group evaluation form in which each team member ranks the members of the group on a number of dimensions.

A Peer Evaluation Form for each member of a seminar project to evaluate the amount or quality of peer participation. (The link is located on the left navigation bar of this University of Maryland Graduate School site)

A Peer Evaluation of Individual Performance on Team Assignments to be completed in confidence with the individually identified results known only to the instructor, and only the anonymous results available to student peers.

A review of past uses of anonymous and confidential strategies in peer evaluation (click on Full Text (PDF) to download the article), and the results of a recent study on peer assessment, as found in:
Bamberger, P.A., Erev, I., Kimmel, M., & Oref-Chen, T. (2005). Peer assessment, individual performance, and contribution to group processes: The impact of rater anonymity. Group & Organization Management, 30, 344-377.

Laura Goering of Carleton College discusses Planning Student Presentations, together with a Class Presentation Evaluation form that you can review and adapt for your use.

A Peer Debate Presentation Evaluation form.

As part of a research process, this site proposes Revision Questions for Peer Collaborators.

Announcements

CITES Information Session - Learn how we can help you!
Monday, November 27 - 12-1pm - Room 2110
Thursday, November 30 - 4-5pm - Room 2110

Teaching Workshop - More on Teaching Critical Thinking
Wednesday, November 15 - 12-1pm - Room 304

Teaching Workshop - Continuous Quality Assessment
Thursday, November 16 - 3-4pm - Room 209

NLN Audio Web Seminars
Tuesday, November 14 - 4-5:30pm
Tuesday, November 28 - 4-5:30pm
Tuesday, December 5 - 4-5:30pm

Discussion on the NCLEX Examination
Monday, December 11 - 12-1pm - Room 207

An Introduction to Multiple Choice Testing
Tuesday, January 9, 2007 - 9am-12pm - Room TBA

UNC Teaching and Learning with Technology Conference
March 21-23, 2007
Hilton North Raleigh

Using Rubrics

Using Rubrics Can Make Your Academic Life Easier

What is a Rubric? Rubrics are grading tools created to communicate the expectations of assignments (what students need to do) and to make the grading process easier for instructors. Rubrics are especially helpful for complex assignments. An example of a rubric is at the end of this article.

Perks of Using a Rubric

• Students understand the criteria that determine a quality product.
• Students are more confident about their work because they know what is expected.
• Students have more difficulty challenging grades because the rubric states criteria.
• Grading equality increases.
• Grading is easier.

Easing Grading and Improving Grade Equality

Establishing what you want your students to learn from an exercise is the first step in organizing a rubric. Most grading rubrics describe the expectations of an assignment across 3 to 5 levels of performance, for example, from developing to exemplary. The task is divided into dimensions or criteria that label the sub-skills required to complete the assignment, for example, organization, content, critical analysis, conclusion. Explicit descriptions of the different levels of performance for each dimension emphasize that learning is developmental. Therefore, when students receive their grade, the rubric communicates to students where they are on that scale and what they need to do to improve. This structure also allows improved equality in grading because the amount of credit given directly corresponds to the objectives in the rubric.

When rubrics are not created for assignments like papers or presentations, grading can vary depending on your mood when grading or on the paper you graded previously. Even environmental influences can change the grade of a student. For example, an instructor grading the last few papers at 1 a.m. probably will not grade as fairly as he or she did on the first papers graded. A well-established rubric leaves little room for questioning what a student has earned on his/her work.

Creating a rubric for a class assignment requires extra time initially, but in the long run it helps you meet the educational goals of a course. As students carefully complete their assignments according to a rubric, they will also learn skills to use throughout their education. Below are simple guidelines for making your rubric:

1. Establish how important this assignment is for the educational objectives for the class and assign a point value to the entire project.
2. Outline the educational objectives of the assignment. Don’t forget to include skills like grammar, spelling, formatting, presentation, and documentation.
3. Decide which objectives are the most important.
4. Determine attributes of the educational objective that would qualify someone for full credit. Describe them in detail.
5. Describe the levels of meeting the objectives. Decide the point value for work that has not quite met the educational objective.
6. Distribute the rubric to your students when the assignment is given.

Sample Rubric

Each student is expected to write and submit a hard copy of a paper analyzing a healthcare policy. Members of groups may share information identified on the Internet, but each student should write his or her own paper. The paper should be done in APA format, should be between six and eight pages double spaced and should address the following:

Educational Objectives	High Pass	Pass	Low Pass
1. Describe the health- or healthcare-related problem the policy addresses (15 points)	Provide detailed data describing the nature and the extent of the problem	Accurately describe problem and the prevalence of the problem	Fails to describe problem adequately; lacks supportive proof that the issue is a problem
2. Describe the health policy you are evaluating (15 points)	Explain history of the policy and provide detailed overview of the policy	Fully explain health policy	Inadequately or inaccurately describe health policy
3. Specify perspective from which you analyze the policy and the criteria you use to evaluate the policy change. (10 points)	Accurately evaluate policy from specified perspective; reflect outstanding insight and judgment	Properly represent perspective; explain criteria for judgment	Perspective lacks insight; policy not evaluated from various perspectives; evaluation criteria insufficient.
4. Evaluate the policy change (effectiveness, efficiency, equity) (30 points)	Soundly evaluate the effectiveness of policy to address problems, potential costs, benefits of implementation, and equity of distribution; demonstrate knowledge gained throughout course	Comprehensive evaluation of policy change; provide evidence to support your reasoning	Evaluation of policy change lacks insight and judgment; does not utilize skills and knowledge gained from course
5. Discuss alternatives and reasons for supporting the proposal over the alternatives (10 points)	Well-researched alternatives for policy; thorough explanation of why the policy you chose better meets health needs	Identify and explain alternatives; compare them to the proposal you chose and defend your selected policy	Alternative health policies are poorly identified and explained; weak reasons for choosing your health policy
6. Clarity of expression, organization, and overall presentation. (20 points)	Overall presentation reflects organized thoughts and logical sequencing; APA formatting; adheres to length limitations	Information and opinions presented clearly; APA formatting applied; adheres to length limitations	Statements not clearly organized; failure to use APA formatting

Hopefully you will find that rubrics make creating and grading assignments easier. Below are several links that might be helpful.

Additional Resource:

Teacher Created Rubrics for Assessment - This website provides rubric examples for a variety of evaluation techniques (e.g. multi-media, oral presentations, and group work). This site also provides resources to help you build your own rubric. http://www.uwstout.edu/soe/profdev/rubrics.shtml

Example Rubrics:

From Indiana University South Bend, here is a good example for evaluating a nursing school program.
http://www.iusb.edu/~sbassess/thir06nursrub.shtml

This rubric, created for a writing assignment at UC Irvine, is a good example of establishing criteria, but it lacks a grading scale for each criterion.
http://e3.uci.edu/faculty/zimmerman/39a-student/unit6_rubric.htm