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
- East Asian History and Culture: focusing on Japanese sword history, restoration and preservation. Specifically, my most recent book, The Art of Tsukamaki, relates to the anatomy of tsuka-maki by describing and graphing the historical, cultural, and physical aspects of thirty different styles of tsuka.