Thank you for viewing the ELIPSS Project video. Our project involves supporting instructors in the facilitation and assessment of more than content knowledge in efforts to intentionally develop transferable skills such as information processing, collaboration, interpersonal communication and critical thinking. Working with a team of STEM educators at several different institutions, we have developed a series of rubrics to support the facilitation and feedback process of transferable skills, and a series of implementation strategies for their use. You can view these resources at elipss.com.

We are especially interested in discussion and feedback regarding the following - What are the drivers and barriers for the explicit facilitation and assessment of transferable skills in the classroom?  What additional tools or resources could we develop to support adoption and implementation of the rubrics? 

Hi ELIPSS team! I'm a high school science teacher who loves using POGILs (https://pogil.org/) and finds them transformational as an active learning tool, so I was very excited to see your work here on building tools to help students and instructors track and get feedback on developing process skills!

I'm wondering if you've taken a look at the POGIL framework to see where the overlaps are in your materials. There's a great community of POGIL users at the HS and 2/4 year levels, and you might be able to reach new audiences in that community to increase the impact of this project!

I'm also delighted by the self-assessment strategy -- helping learners become metacognitive of their learning process has such deep value! I am wondering about whether you've tracked information about the overlap/relationship between expert feedback (instructor) and inexpert feedback (students' self-assessment) using the rubrics. It would be cool to get some ideas of how instructors can weave these two practices throughout a course -- and to see which types of weavings are high-leverage!

As a professional development specialist, I was especially interested in the remark that self-assessment of process skills helped students in their job/med school interviews.

What frequency/dosage do you recommend so that this self-awareness and metacognition becomes second nature? 

Thank you for sharing your great work on the ELIPSS Project! Kirstin, Megan and I are all noticing your usage of the rubrics for self-assessment. I have also found self-assessment a valued alternate lens for learners to re-view their own work. In addition, I often engage classes in cycles of peer-reviewing one another's work using a rubric. I have found that it's often easier for students to see what might be missing or in need of further attention in someone else's work than their own. At the same time, giving that feedback often opens up new ways of seeing their own work more critically to the reviewer's own benefit. I ensure peer feedback is a constructive experience by asking that reviewers first point out strengths they notice, then questions they have or concerns paired with suggestions for next steps or possible solutions. The rubric ensures reviewers aren't just freely reacting to another's work but instead reflecting from more neutral ground. I'd be curious about your thoughts.

Is so interesting to see how an improvement on a rubric can make a difference for educators and students, I am glad to see more tools being used to solve real-life problems that support students.

I invite you to provide feedback to our video: https://stemforall2021.videohall.com/presentati...

Nice to see these in action!

I love the idea of a laminated rubric where the instructor can tick off some observations as fast formative feedback.  Following Sarah Haavind's note, it seems like this could be used for groups' self-assessment too: at the end of group time (or in the middle!) circle some behaviors you have used today and make a check on  a couple others you will try to use next.