ABSTRACT
Doing something teaches more than simply talking about it or even showing it. That is perhaps best demonstrated in the sciences where lab sessions are routinely included as part of the learning experience. Rubrics (and assignments) created for that purpose must somehow take these factors into account. None of that changes the fundamental nature of the rubric, however. In this chapter, the authors look at how a rubric can be used to account for the needs of teaching and learning from experience. Used as grading guides and teaching tools, rubrics can help enormously to make experiential learning easier and more rewarding for all concerned. The journal-keeping activity in the politics class helped the professor encourage students to reflect on their learning from the experience of working with a community political organization. And in the capstone community outreach project, Ali found a way to ask for feedback from his partner institution without asking too much of already overworked staff.
