Discussion: View Thread

Hoping to get some ideas. I am thinking of including a learning journal
as an assignment for my students in my change management course. I would
like them to reflect on what they are learning and how it may apply to
part-time jobs which they have or to other courses they are taking.

The one problem I'll have is they will ask me on what basis will I grade
this. I have taught this course for a couple of years and I know that
some students will take this seriously and put lots of thought into it-
and some will do very little or will try to write it all just before
it's due. So, any ideas how to do this yet still remain within the
requirement of marking and assigning grades to things?


Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361

Deborah,

I have my students write reflection paper in my undergraduate OB class. I
developed a grading scale based on a great model that Ruth Axelrod shared
with me. I think it is effective in evaluating breadth and depth of
reflection as well as evaluating writing, spelling, grammar, and addressing
the components of the assignment. I will paste it below to give you an idea
of what it looks like. I can send you the word file if you email me-I don't
think the list likes to receive attachments.

Good luck!

Tracey
Tracey Honeycutt Sigler
Assistant Professor of Management
Department of Management & Marketing
Northern Kentucky University
Nunn Drive, 472 BEP
Highland Heights, KY 41099
Voice: (859) 572-5914
Fax: (859) 572-5150
Email: siglert@nku.edu
----------------------------------------------------------------------------
---------------------------

Criteria for Grading Reflection Papers
BAD 305 Fall 2003

Content: Analyze and reflect upon what you learned from your reading, class
discussion and exercises, and case analysis (preferably in the prior two
weeks). The paper should demonstrate deep reflection on your experience and
your learning in this class. You should use specific theories or concepts
from Organizational Behavior, you should discuss how you will put your
learning into action-how your future behavior be influenced by what you have
learned. You should identify how your learning can be generalized to other
situations. Your reflection paper should include the four components of the
active learning cycle: 1) concrete experience, 2) reflective observation,
3) abstract conceptualization, and 4) active experimentation (not
necessarily in that order). Active experimentation should focus on you-what
will you do differently as a result of what you have learned?

Format: The paper should be typed and should be free of spelling,
grammatical and writing errors. The weekly reflection papers should be
formatted as a typed memo. The heading should include "to", "from", "date",
and "subject" lines. The subject should read "Reflection Paper Week of
xx/xx/xx."

Do not restate definitions or spend time explaining concepts.

A
Writing flawless (grammar, spelling, etc.)
Clearly states what was learned, does not restate course concepts.
Deep reflection
Analysis thorough, insightful and creative.
Uses OB theory and concepts accurately to explain learning.
Clearly state future behavior or changes based on learning.
Well organized.

B
Writing has few errors
Clearly states what was learned, does not repeat course concepts.
Attempt at deep reflection
Analysis is thorough and fairly insightful
Uses OB theory and concepts accurately to explain learning.
Clearly state future behavior or changes based on learning.
Well organized

C
Surface reflection and analysis.
Learning is not clearly stated but implied.
Writing has several errors
At least one ob concept accurately used, may not be used to explain.
Future behavior not stated or provided for someone other than the author.



D
Writing has multiple errors
No concepts used or concepts used incorrectly
No learning identified.
Lack of reflection and analysis.
Misunderstood the assignment.

F
No reflection.
Writing is sloppy and error-filled.
Not typed.
No concepts used
Completely missed boat on the assignment.



Numerical Grading Scale
A+ 100
A 95
A- 93
B+ 89
B 85
B- 83
C+ 79
C 75
C- 73
D+ 69
D 65
D- 63
F 0



-----Original Message-----
From: deborah nixon [mailto:deborahnixon@sympatico.ca]
Sent: Monday, December 22, 2003 11:59 AM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Learning Journal for Change Management Course


Hoping to get some ideas. I am thinking of including a learning journal as
an assignment for my students in my change management course. I would like
them to reflect on what they are learning and how it may apply to part-time
jobs which they have or to other courses they are taking.

The one problem I'll have is they will ask me on what basis will I grade
this. I have taught this course for a couple of years and I know that some
students will take this seriously and put lots of thought into it- and some
will do very little or will try to write it all just before it's due. So,
any ideas how to do this yet still remain within the requirement of marking
and assigning grades to things?


Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361

Thank you to Tracey, Linda and Nancy. This is more than helpful. I was
struggling with the course outline which Imust submit tomorrow and was
frankly worried about including this. Now that I have a clear idea,
format and grading scheme, full steam ahead. I look forward to this.

Thank you. My cyber-colleagues always come through for me. What a
treasure!!

Best wishes for the holiday season.

Deborah

Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361



-----Original Message-----
From: Management Education and Development Discussion
[mailto:MG-ED-DV@MAELSTROM.STJOHNS.EDU] On Behalf Of Tracey Sigler
Sent: Monday, December 22, 2003 2:08 PM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: Learning Journal for Change Management Course


Deborah,

I have my students write reflection paper in my undergraduate OB class.
I developed a grading scale based on a great model that Ruth Axelrod
shared with me. I think it is effective in evaluating breadth and depth
of reflection as well as evaluating writing, spelling, grammar, and
addressing the components of the assignment. I will paste it below to
give you an idea of what it looks like. I can send you the word file if
you email me-I don't think the list likes to receive attachments.

Good luck!

Tracey
Tracey Honeycutt Sigler
Assistant Professor of Management
Department of Management & Marketing
Northern Kentucky University
Nunn Drive, 472 BEP
Highland Heights, KY 41099
Voice: (859) 572-5914
Fax: (859) 572-5150
Email: siglert@nku.edu
------------------------------------------------------------------------
----
---------------------------

Criteria for Grading Reflection Papers
BAD 305 Fall 2003

Content: Analyze and reflect upon what you learned from your reading,
class discussion and exercises, and case analysis (preferably in the
prior two weeks). The paper should demonstrate deep reflection on your
experience and your learning in this class. You should use specific
theories or concepts from Organizational Behavior, you should discuss
how you will put your learning into action-how your future behavior be
influenced by what you have learned. You should identify how your
learning can be generalized to other situations. Your reflection paper
should include the four components of the active learning cycle: 1)
concrete experience, 2) reflective observation,
3) abstract conceptualization, and 4) active experimentation (not
necessarily in that order). Active experimentation should focus on
you-what will you do differently as a result of what you have learned?

Format: The paper should be typed and should be free of spelling,
grammatical and writing errors. The weekly reflection papers should be
formatted as a typed memo. The heading should include "to", "from",
"date", and "subject" lines. The subject should read "Reflection Paper
Week of xx/xx/xx."

Do not restate definitions or spend time explaining concepts.

A
Writing flawless (grammar, spelling, etc.)
Clearly states what was learned, does not restate course concepts. Deep
reflection Analysis thorough, insightful and creative. Uses OB theory
and concepts accurately to explain learning. Clearly state future
behavior or changes based on learning. Well organized.

B
Writing has few errors
Clearly states what was learned, does not repeat course concepts.
Attempt at deep reflection Analysis is thorough and fairly insightful
Uses OB theory and concepts accurately to explain learning. Clearly
state future behavior or changes based on learning. Well organized

C
Surface reflection and analysis.
Learning is not clearly stated but implied.
Writing has several errors
At least one ob concept accurately used, may not be used to explain.
Future behavior not stated or provided for someone other than the
author.



D
Writing has multiple errors
No concepts used or concepts used incorrectly
No learning identified.
Lack of reflection and analysis.
Misunderstood the assignment.

F
No reflection.
Writing is sloppy and error-filled.
Not typed.
No concepts used
Completely missed boat on the assignment.



Numerical Grading Scale
A+ 100
A 95
A- 93
B+ 89
B 85
B- 83
C+ 79
C 75
C- 73
D+ 69
D 65
D- 63
F 0



-----Original Message-----
From: deborah nixon [mailto:deborahnixon@sympatico.ca]
Sent: Monday, December 22, 2003 11:59 AM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Learning Journal for Change Management Course


Hoping to get some ideas. I am thinking of including a learning journal
as an assignment for my students in my change management course. I would
like them to reflect on what they are learning and how it may apply to
part-time jobs which they have or to other courses they are taking.

The one problem I'll have is they will ask me on what basis will I grade
this. I have taught this course for a couple of years and I know that
some students will take this seriously and put lots of thought into it-
and some will do very little or will try to write it all just before
it's due. So, any ideas how to do this yet still remain within the
requirement of marking and assigning grades to things?


Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361

From: Linda Gasser [mailto:lsg3@cornell.edu]

Deborah:
A colleague of mine here at Cornell has used this a keeping a journal in
his change management course. You may want to contact him at: Larry
Williams @ lkw6@cornell.edu to learn more. I believe he has them hand
in journals about every 2-3 weeks.

I have used two approaches:
1) Have students keep a journal with 2 entries per week with 2 parts to
each entry: Part 1 = what they are studying/learning about--or doing at
work and Part 2 = their personal reflections on it and how theory relates
to practice. I give examples of what I mean by "personal reflections",
and examples of length I want, and I collect the journals at mid-course
and at the end of the course to review. At mid course, I read them and
make comments--and I will make them REDO entries that do not follow the
personal reflections guideline, so they learn to keep up and do them right
the first time. Of course, I tell them ahead that I will do
this. Sometimes I will grade on quality of reflections, but more often I
grade this entire assignment as a % of grade requirement for which--if done
right--they will get A-level and if not, they won't get that % credit.

2) Another alternative--kind of like a journal, is that I ask students to
do reading notes and reflections. I provide a form for them to complete on
each reading for the course. The form has 2 parts:

Part 1= Reading Notes: what ever strikes them, that they want to remember,
keep tabs on, etc. Some do this very detailed and others do not, but
reviewing it shows me if they have read the basics of the articles
chapters, whatever (I even use it for reviewing certain websites);
Part 2= Personal reflections on the readings as outlined above in which the
student tells me "So What For Me?" or "So What--how does this relate to
what I have experienced or seen, or expect?" or "How could this be applied
at work?" Again, I insist on personal REFLECTIONS, not only/ or not just
an intellectual response with what the student thinks will be a
professor-pleasing series of academic questions or critique about the
reading; and I don't allow comments like: I liked this, or I didn't like
this, or i think it was boring, or repetitive. I insist on comments about
the content and thoughts around application. Since i am familiar with the
readings, I don't spend much time reviewing their Reading Notes Part--just
a skim. From the reflections part,however, I often get very interesting
personal stories that are thoughtful and insightful, enjoy reading these
carefully, and make comments on these for students which I think helps
them reflect more or congratulates them on their insights.

I think the key is giving clear instructions and examples of what you
expect from the reflections/learning record section (which means you have
to know what you want to get from them), and collecting these early on for
a first review--after 3 weeks or mid-semester--reading them carefully,
making comments, and demanding rewrites and changes early on so people see
consequences, or understand early what you really want and can make changes
to improve.

As with everything, there are ways to get around doing all the work well,
but these approaches have worked pretty well for me.
Hope this helps. Contact Larry also (he is about to go to Florida for the
spring semester warmth, so the sooner you hook up with him, the better
probably....before he starts giving into the sun and getting away from
reading e-mail.
Best regards,
Linda Gasser



At 11:59 AM 12/22/2003 -0500, you wrote:
>Hoping to get some ideas. I am thinking of including a learning journal
>as an assignment for my students in my change management course. I would
>like them to reflect on what they are learning and how it may apply to
>part-time jobs which they have or to other courses they are taking.
>
>The one problem I'll have is they will ask me on what basis will I grade
>this. I have taught this course for a couple of years and I know that
>some students will take this seriously and put lots of thought into it-
>and some will do very little or will try to write it all just before
>it's due. So, any ideas how to do this yet still remain within the
>requirement of marking and assigning grades to things?
>
>
>Deborah Nixon
>University of Toronto
>704 Windermere Ave
>Toronto Ont M6S 3M1
>Ph: 416-763-6985
>Fax: 416-763-3361


Linda Gasser
Assistant Director, Professional Development Services, Cornell OHR, and
ILR School Department of Organizational Behavior,

Address:
20 Thornwood Drive, Suite 103
Ithaca, NY 14850
Contact:
phone: 607-254-8387 or 254-6400
fax: 607-254-8364
LSG3@cornell.edu

I have used this before, and I tell students that (subjectively) if I think they have not taken the assignment seriously, that will be reflected in the grade. If I think they have taken it seriously, then they will get a perfect score for doing it. I am uncertain as to the value of grading the assignment. What use is it for someone who does not truly take it seriously to pretend to do so for a grade? So what I do is invite them to keep a learning journal and if they do, they get extra credit. That works better.

Edryce Reynolds

deborah nixon <deborahnixon@sympatico.ca> wrote:
Hoping to get some ideas. I am thinking of including a learning journal
as an assignment for my students in my change management course. I would
like them to reflect on what they are learning and how it may apply to
part-time jobs which they have or to other courses they are taking.

The one problem I'll have is they will ask me on what basis will I grade
this. I have taught this course for a couple of years and I know that
some students will take this seriously and put lots of thought into it-
and some will do very little or will try to write it all just before
it's due. So, any ideas how to do this yet still remain within the
requirement of marking and assigning grades to things?


Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361

---------------------------------
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Edryce

What does 'extra credit' mean in your case? After you have told students
what percentage of a grade they get for each major component (participation,
preparation, mid-term, report, final, etc.) then how do you apply the extra
credit? A few points added to the grade you would otherwise give to one of these?

Erwin (Rausch)

The way I apply "extra credit" is to the final GPA. When I use an Excel spreadsheet to compute the grade, if the student gets a GPA of 3.4, I might give him/her two points more, based on the quality of the extra credit stuff, so the final GPA would be 3.6. The way I look at it, grades are a kind of stupid way of evaluating students in the first place, so when I do extra credit, I like to reward them.

Edryce

DidacticRa@aol.com wrote:
Edryce

What does 'extra credit' mean in your case? After you have told students
what percentage of a grade they get for each major component (participation,
preparation, mid-term, report, final, etc.) then how do you apply the extra
credit? A few points added to the grade you would otherwise give to one of these?

Erwin (Rausch)

---------------------------------
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I understand your point but the problem is that you run into major
problems- especially if grades are appealed if things appear to
arbitrary. I need to be able to justify my grades. We are working
within a system where everyone wants and needs to know how they are
doing and compared to something. I need to find an assignment worth 10
marks and am trying to find something that, while they can get
legitimate credit for, can also benefit from. So, I need to design
something whereby I can explain what "taking things seriously" means.
Students would want to know how I would evaluate that and I think that's
a legitimate request. They don't want things to be arbitrary and
unpredictable.

It's akin to the performance evaluation discussion the other day. While
you want discretion, people need to be clear about what the expectations
are and how the supervisor is evaluating that. Otherwise, it's too
random and you never know how and if you met expectations.

Cheers

Deborah

Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361



-----Original Message-----
From: Management Education and Development Discussion
[mailto:MG-ED-DV@MAELSTROM.STJOHNS.EDU] On Behalf Of Edryce Reynolds
Sent: Tuesday, December 23, 2003 3:23 PM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: Learning Journal for Change Management Course


The way I apply "extra credit" is to the final GPA. When I use an Excel
spreadsheet to compute the grade, if the student gets a GPA of 3.4, I
might give him/her two points more, based on the quality of the extra
credit stuff, so the final GPA would be 3.6. The way I look at it,
grades are a kind of stupid way of evaluating students in the first
place, so when I do extra credit, I like to reward them.

Edryce

DidacticRa@aol.com wrote:
Edryce

What does 'extra credit' mean in your case? After you have told students
what percentage of a grade they get for each major component
(participation, preparation, mid-term, report, final, etc.) then how do
you apply the extra credit? A few points added to the grade you would
otherwise give to one of these?

Erwin (Rausch)

---------------------------------
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Yahoo! Photos - Get your photo on the big screen in Times Square

I see your situation. I am absolutely no help, because I agree too much with Deming, who said both grades and performance reviews are worthless. He explained it much better than I can. What I do when living within a system that requires grades is use as much creativity as I can to encourage learning. If your students are the traditional college age students, then you are doing the right thing. That creativity is way beyond my capability!

What I wonder is - when they are actually working, they aren't going to be given all the ways they will be evaluated, and they can't be challenging things all the time. People go to their unions with the most godawful things, and get a reputation of being a troublemaker. I'm just thinking of their insistence that there be absolutely NO leeway for the instructor to use judgment - supervisors are ALWAYS using judgment.

Edryce

deborah nixon <deborahnixon@sympatico.ca> wrote:
I understand your point but the problem is that you run into major
problems- especially if grades are appealed if things appear to
arbitrary. I need to be able to justify my grades. We are working
within a system where everyone wants and needs to know how they are
doing and compared to something. I need to find an assignment worth 10
marks and am trying to find something that, while they can get
legitimate credit for, can also benefit from. So, I need to design
something whereby I can explain what "taking things seriously" means.
Students would want to know how I would evaluate that and I think that's
a legitimate request. They don't want things to be arbitrary and
unpredictable.

It's akin to the performance evaluation discussion the other day. While
you want discretion, people need to be clear about what the expectations
are and how the supervisor is evaluating that. Otherwise, it's too
random and you never know how and if you met expectations.

Cheers

Deborah

Deborah Nixon
University of Toronto
704 Windermere Ave
Toronto Ont M6S 3M1
Ph: 416-763-6985
Fax: 416-763-3361



-----Original Message-----
From: Management Education and Development Discussion
[mailto:MG-ED-DV@MAELSTROM.STJOHNS.EDU] On Behalf Of Edryce Reynolds
Sent: Tuesday, December 23, 2003 3:23 PM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: Learning Journal for Change Management Course


The way I apply "extra credit" is to the final GPA. When I use an Excel
spreadsheet to compute the grade, if the student gets a GPA of 3.4, I
might give him/her two points more, based on the quality of the extra
credit stuff, so the final GPA would be 3.6. The way I look at it,
grades are a kind of stupid way of evaluating students in the first
place, so when I do extra credit, I like to reward them.

Edryce

DidacticRa@aol.com wrote:
Edryce

What does 'extra credit' mean in your case? After you have told students
what percentage of a grade they get for each major component
(participation, preparation, mid-term, report, final, etc.) then how do
you apply the extra credit? A few points added to the grade you would
otherwise give to one of these?

Erwin (Rausch)

---------------------------------
Do you Yahoo!?
Yahoo! Photos - Get your photo on the big screen in Times Square

---------------------------------
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Yahoo! Photos - Get your photo on the big screen in Times Square

From: Cheri B. Torres [mailto:cheri@mobileteamchallenge.com]

Deborah,

When using journal assignments with students here are a couple of ideas:

Provide a weekly topic or issue to be addressed, then

1. a grade for whether or not it is done
2. a second grade for whether they actually engaged in the assignment and
developed a theme.

This requires more work on your part because it means collecting the
journals weekly or biweekly and giving feedback.

Also, set the stage for the value of the assignment--what's in it for them
if they actually do it (their development, growth, awareness, etc.). Then
expect that they will go after the benefit. (You'll get exactly what you
expect! ;o)).

You might also consider e-journals. They can send the assignements to you
when they have done them, you can respond on line and you get them randomly
rather than all at once.

For written journals I have always allowed students to "fold a page over" if
what they have written in private and not to be seen. I ALWAYS honor that.
That allows students to have free flow of thought without fear of judgement.

Cheri
* * *
Cheri B. Torres
MTC Associates
www.mobileteamchallenge.com