Thomas L. Buck's "Rubrics 4 Assessment"
About this Website
During the 2000-2001 academic year at Marshall
School of Duluth, as part of the Teacher Assessment
Committee, I conducted a literature review of current
research, as well as local, state, and national teacher
and instruction assessment tools and standards. Throughout
the course of the 2000-2001 school year, I gathered
and archived many useful research based systems for
evaluating curricula, instructors, technology and students.
For me, one of the more interesting approaches to assessment
was that of authentic assessment tools.
The rubric is one authentic assessment tool which is
designed to simulate real life activity where students
and instructors participate in solving real-life problems.
It is a formative type of assessment because it becomes
an ongoing part of the whole teaching and learning process.
Students themselves are involved in the assessment process
through both peer and self-assessment. As students become
familiar with rubrics, they can assist in the rubric
design process. This involvement empowers the students
and as a result, their learning becomes more focused
and self-directed. Authentic assessment, therefore,
blurs the lines between teaching, learning, and assessment.
Since initially constructing this website in 2002,
its goal has continued to be to share some of these
authentic assessment tools, to describe the assessment
techniques that I have adopted, and to provide learning
and assessment resources designed especially with these
objectives in mind.
About My Background
Some of my most challenging educational goals include
enhancing critical thinking, encouraging both self-esteem
and the acceptance of others, and improving interpersonal
I have taught all grades, K-12, as well as undergraduate,
graduate and adult courses. My 25+ years experience
in Education ranges from teaching middle school Math/Science
in the regular classroom to instructing doctoral level
courses in Educational Psychology & Technology.
My areas of professional expertise include elementary
and secondary education, computer science, curriculum
development, educational technology, educational webpage
design, history, philosophy, programming, and multicultural
studies. Also, I have extensive course work and experience
in curriculum and instruction, educational psychology,
general teaching methods, special education, supervision,
and multicultural education.
My research work is two-fold, (i) web-based assessment tools and educational game design; and, (ii) e-commerce and cultural entrepreneurship. In assessment tools and game design, I am conducting an on-going research project on learning styles and distance learning, focusing on the developmental principles of educational psychology, game design, gender role theory, and assessment. I have also published a number of peer reviewed studies and books on topics ranging from Learning Styles and Web-based Learning to Technology Literacy Recommendations for colleges and universities. My related published works include my book, Learning in Cyberspace: A Guide to Authentic Assessment Tools for Web-based Instruction, and my McGraw-Hill/Irwin 2014 Distinguished Papers Award winning paper, Living the Case Study: Teaching Management and Leadership Ethics Through Serious Games, published by The Society for the Advancement of Information Systems.
For me, working in education helps feed my need to
discover and create, and my passion for the sharing
of Knowledge. My greatest pleasures come from teaching,
and research in assessment tools, distance
learning curriculum design, and learning
Current Research Agenda
Learning and Instructional Design: focusing on the developmental
principles of educational psychology, game design, gender role theory,
and assessment. Specifically, my research work is two-fold, web-based
assessment tools and educational game design:
In additon, I am currently working collaboratively with Dr. Richard
Revoir on a Values and Ethics Game Simulation Initiative
to design and incorporate serious games (simulations of real-world
ethics situations and dilemmas) into our Management Ethics Course and
Ethical Leadership Massive Open Online Course (MOOC). We have already
made significant progress on this initiative.
From May 2016,
Computer Information Systems: Case Studies,
like E-Commerce for New Enterprises, is part of an on-going
curriculum and simulations development project between
Learning-Games.net, and examines the field of information
systems analysis through case simulations and RPG scenarios that
are based on real-life scenarios found in performance and
management information systems.
Our work has focused on:
The process of developing game content has begun, and we will
continue integrating topics suggested collaboratively by St.
Scholastica students, faculty, community leaders, and the Sandbulte
Center for Ethical Leadership.
- Organizing sample game files and templates, hardware,
software, and a list of individuals willing to help build and test
- Designing game development strategies and game criteria; and
- Creating an online storage site for curriculum files and
- East Asian
History and Culture: focusing on Japanese sword history,
restoration and preservation.
From June 2015,
Historic Japanese Swords and Fittings: A Collection of Restored
and Translated 19th Century Manuscripts,
In this work I present 81 digitally restored early to
mid-nineteenth century manuscripts that cataloged both drawings
and measurements of historically significant Japanese swords
from the Ancient Period (before 794) to mid-Edo Period (until
the 1780s). Beginning with an overview of of the evolution of
Japanese samurai swords, this work also contains translations,
descriptions and information about the then current locations of
the listed swords and their previous owners. The book ends with
a comprehensive glossary of sword terms and definitions.