Author: Lynn Marie Kutch, Kutztown University
Introduction from AAC&U
When AAC&U started the VALUE project, developed for use at a metacognitive level for institutional and programmatic purposes, we had no idea where it would lead or whether anyone would find it useful, especially classroom faculty. Translating the VALUE rubrics to the course-level requires adaptation to be useful. The example presented here from the German Graphic Novel course developed by Dr. Lynn Marie Kutch in the Department of Modern Language Studies at Kutztown University does exactly what we had hoped to have happen in practice at the course-level – and she does it in English and German! It is one example of how faculty and other educational professionals are using the VALUE rubrics and obtaining results that are useful for pedagogy and learning.
One of the things we are finding is that faculty are starting with the VALUE rubric and then designing assignments that engage students in demonstrating the components or criteria of the rubric at appropriate levels. The German Graphic Novel course uses the Reading rubric with modifications that make sense for this area of study. The complete set of examples, assignments and assessments provides a comprehensive example of how a course can be conceived to achieve content learning while developing critical learning outcomes, e.g. high order reading.
If you examine the entire course “packet” web site, you will also see the innovative instructional idea for Reader’s Theater that brings additional dimensions to student learning through spoken word, performance and language development [see Tab on Teaching Ideas].
Additional Comments from Dr. Kutch
I designed three assessments based on the VALUE rubric that were supposed to measure how well students could build up to true literary analysis by using visual cues as their evidence. I wanted to coordinate instruction and assessment, so I devised a set of questions for each of the assignments (example: the first assignment was pages (Seiten) 1-4. I just alternated between three of the areas (comprehension, interpretation and analysis) to come up with questions for each assignment. This way the students were used to this spiraling idea when they took their tests, which were designed according to the VALUE rubric.
The assessments have questions corresponding to comp, interpretation and analysis.
For the instructional units, those are questions that I use to steer class discussions. I use them to spiral from basic skills of recounting a story to analyzing. I project the questions with pertinent scenes on the screen and we discuss as a class how to read the visual cues alongside the verbal.
For the assessments, in the interest of time, I assigned a certain group to the first set of questions, a certain group to the second and the last group to the third. They were permitted to use their books to access the text and pictures and then they submitted answers in short essay form.
The site – http://germangraphicnovel.wordpress.com/ – is an index of current graphic novels by theme. Instructors can also find suggestions for incorporating graphic novels into instruction, and the site provides sample text from the novels and ratings so instructors can get an idea for which levels they would be appropriate.
The project was made possible by a Kutztown University Research Committee Grant and a Kutztown University Assessment Grant. The novels that I have categorized and discuss on the site are all available from Kutztown University’s library.
Exploring the “Curriculum Der Verwandlung” Tab – http://germangraphicnovel.wordpress.com/die-verwandlung/