Table 2 Sample rubric for a podcast assignment using AIW criteria
AIW criterion | Sample criteria | Sample performance benchmarks |
|---|---|---|
Construction of Knowledge—Social Problem (Heutagogical Principle—Knowing how to learn) | Student demonstrated understanding of the social problem and how well they analyzed this problem in relation to their community (i.e., constructing arguments, considering alternative points of view, and/or describing patterns) | Clearly defines and comprehensively explains the social problem in the context of the discipline or class-related material Includes all relevant information necessary for full understanding by the target audience Evaluates the context of the social problem Incorporates multiple points of view into the podcast, such as expert knowledge and lived experience Conclusions are logical and reflect a synthesis of facts, context, and points of view Used credible information that is up to date (i.e., give facts about the problem using quality evidence) Provides appropriate attribution of information sources through show notes |
Construction of Knowledge—Digital Literacy for Podcasting (Heutagogical Principle—Knowing how to learn) | Student demonstrated technology skills with multimedia-based assignments, such as how to record and edit audio for a podcast | Sound quality includes no background noise and distractions. Volume of voice, music, and effects enhance the presentation Length of podcast meets assignment requirements and keeps the listener interested and engaged (editing quality) The podcast contains no audio or content distractions Editing is used to improve quality, such as deleting "umms" or long pauses Sound effects enhance the podcast |
In-Depth Understanding (Disciplinary Inquiry) (Heutagogical Principle—Focus on the Process rather than Content) | The student completed an interview with a content expert, service provider, public official, and/or person with a lived experience, incorporating the profession's ethical values | Questions are designed with an audience in mind, clear goals, and are open-ended Initial questions are thoughtful and draw out information from the person Questions demonstrate knowledge of the topic and draw upon literature and current events Questions use a disciplinary lens, linking to the profession, and offer considerations for professional values and ethics Follow-up questions promote clarification The interview is thoughtful and well-rehearsed, with smooth delivery of questions in a conversational style Highly effective enunciation, and the presenter's speech is clear and intelligible Expression and rhythm engage the listener |
Elaborated Communication or Demonstration (Disciplinary Inquiry) (Heutagogical Principle—Focus on the Process rather than Content) | Student uses best practices to structure the podcast from start to end | Catchy and clever introduction that considers the interests of the target audience Provides relevant information and establishes a clear purpose that engages the listener immediately Identifies speaker, as well as date podcast, was produced and location of the speaker Keeps focus of podcast on the topic Conclusion clearly summarizes key information The language, professional jargon, slang, etc., considers the knowledge and preferences of the anticipated audience |
Value Beyond School—Podcast Analytics (Heutagogical Principle—Learning is multidisciplinary) | Analytics show that a public audience is listening and rating the podcast | Number of downloads Number of listening starts Total time listened to the podcast Location and other demographics of listeners |
Value Beyond School—Subjective Review (Heutagogical Principle—Learning is multidisciplinary) | Comments or reviews provided by a peer, content expert, or general public listener | Podcast ratings or reviews Testimonial from general public listener or review from content expert Number of social shares and recommendations |