{ "document_id": 16599, "page": 218, "width_pt": 612, "height_pt": 792, "rotation": 0, "pipeline_version": "paddleocr-vl-1.6+paul-48", "engine": "paddleocr_vl", "source_run_id": 16718, "item_count": 12, "counts_by_type": { "header": 1, "heading": 3, "text": 8 }, "build_ms": 2, "items": [ { "id": "p218.1", "order": 1, "type": "header", "bbox": { "l": 286.32, "t": 668.4, "r": 411.36, "b": 658.08 }, "text": "KYSU Online Faculty Handbook", "attrs": { "block_label": "header" }, "level": 2 }, { "id": "p218.2", "order": 2, "type": "text", "bbox": { "l": 52.08, "t": 640.56, "r": 390.96, "b": 619.92 }, "text": "requirements). Additionally, in most online classes, it is not practical to coordinate students' schedules across time zones for a synchronous meeting." }, { "id": "p218.3", "order": 3, "type": "heading", "bbox": { "l": 74.16, "t": 615.12, "r": 302.64, "b": 605.28 }, "text": "4.3.5 Evaluating Students' Work and Providing Feedback", "attrs": { "block_label": "paragraph_title" }, "level": 3 }, { "id": "p218.4", "order": 4, "type": "text", "bbox": { "l": 51.36, "t": 600, "r": 411.12, "b": 537.36 }, "text": "Robust feedback is essential for all online students, whether they struggle or do an impeccable job with an assignment. This mode of interaction is one of the most direct ways faculty members can teach, guide, inspire, and redirect students' efforts. Meaningful, constructive feedback will be timely, specific, actionable, and cordial. Utilizing assignment rubrics as a guide and rationale for the students' scores also enhances students' ability to understand the strengths and weaknesses of their work. The use of rubrics is recommended where applicable." }, { "id": "p218.5", "order": 5, "type": "text", "bbox": { "l": 51.84, "t": 533.28, "r": 406.8, "b": 438 }, "text": "All coursework should be graded within six (6) days of the due date to mitigate the effects of the accelerated pace of online courses and allow students to adjust for subsequent assignments. There are noted exceptions to the six-day (6) deadline for courses in which the grading load is heavier (e.g., writing-intensive courses), and the Office of Online Education will specify which courses have increased flexibility based on recommendations from program coordinators and SMEs. In these instances, communication with students regarding when they will receive feedback is recommended, and instructors are encouraged to time the feedback so that the student has sufficient time to implement instructor recommendations before submitting the next assignment." }, { "id": "p218.6", "order": 6, "type": "text", "bbox": { "l": 52.08, "t": 433.92, "r": 402.72, "b": 402.48 }, "text": "Assignments submitted early should be graded within six (6) days of the due date, not the early submission date. Coursework submitted late should be graded within six (6) days of the submission date. The same exceptions noted above also apply to this recommendation." }, { "id": "p218.7", "order": 7, "type": "heading", "bbox": { "l": 85.2, "t": 398.4, "r": 252.96, "b": 388.32 }, "text": "4.3.5.1 Assessments (Quizzes, Tests, Exams)", "attrs": { "block_label": "paragraph_title" }, "level": 3 }, { "id": "p218.8", "order": 8, "type": "text", "bbox": { "l": 52.08, "t": 383.04, "r": 409.68, "b": 267.12 }, "text": "When assessing student work in online courses, instructors should return grades and feedback as soon as possible due to the faster pace and compressed timeline of courses in the online subterm. The standard requirement is a six (6) day turnaround time for grades. For assessments graded automatically by the LMS, instructors should review the scores and determine if there are patterns of missed questions and whether those patterns reveal an underlying issue with the question itself or the aligned instruction. In those cases, an instructor's discretion should be used to adjust a system-generated score on an assessment. Additionally, the instructor should determine whether to adapt/eliminate a problematic question from an assessment or develop supplementary/replacement instruction in the primary course shell. The procedure for doing so is detailed elsewhere, but changes to the primary course shell should be communicated to the Faculty Mentor and the SME." }, { "id": "p218.9", "order": 9, "type": "text", "bbox": { "l": 51.84, "t": 263.28, "r": 411.12, "b": 199.92 }, "text": "Ideally, instructors will provide brief written comments for each student. The tone of the comments should be that of an encouraging coach – identifying positive elements of the student’s work while focusing on areas for improvement and ways to improve. Many instructors will find that this type of feedback can open communication with a student who would not otherwise engage based merely on a system-generated score. Feedback on assessments will convey the instructor’s active presence in the course and with student success." }, { "id": "p218.10", "order": 10, "type": "heading", "bbox": { "l": 85.2, "t": 195.6, "r": 250.56, "b": 185.76 }, "text": "4.3.5.2 Collaborative Learning Assignments", "attrs": { "block_label": "paragraph_title" }, "level": 3 }, { "id": "p218.11", "order": 11, "type": "text", "bbox": { "l": 51.84, "t": 181.2, "r": 408.96, "b": 149.28 }, "text": "Collaborative learning assignments encompass a range of assignments such as discussion forums, social annotation of an article, interactive maps and timelines, capstone projects, and interactive videos. As a minimum requirement to promote regular and substantive interaction, an" }, { "id": "p218.12", "order": 12, "type": "text", "bbox": { "l": 400.08, "t": 131.76, "r": 410.64, "b": 123.6 }, "text": "39", "attrs": { "block_label": "number" } } ], "excluded_furniture": { "first": [], "last": [] } }