I’ve done a lot of work with my rubrics in the past couple of years. This year my move was to eliminate all numbers from the rubric. I learned that no matter how great your criteria is – the minute you put a number on the rubric students will spend time ‘calculating’. I’ve made one other change this year as well. My goal is for students to really look at the criteria for how they are meeting/not meeting/exceeding expectations. With that in mind I now request that anything submitted (from projects to summative written pieces) come in with ‘checked’ by the student. Why this shift?
Students complete first because…
- It makes them look at the criteria
- Establishes what they think the expectations are
- Allows them to ask the follow-up question of ‘how do I get to….?’
- Increases student awareness of where they are currently and where they might want to get to
Teacher completes second because….
- I see what the student has ‘taken in’ as the expectations – Was I clear? Did I establish both a base of knowledge to accomplish the task and demonstrate knowledge?
- Deal with any wildly differentiating opinions – Have I missed a chance to clarify what levels of achievement are? Is the student ‘missing’ something in what they think they are expected to do? Why did Johnny think he was fully meeting when he was only minimally meeting?
- Student receives even more specific communication from me about where they are. And the more that I can increase this flow of information the better it is for learning.
This is a step in the journey to more student awareness of what level of language they have mastered. And its a great chance for me to make that I am providing those opportunities to demonstrate that.