This is one of those things I wished I’d learned about years ago, because it would have made my own life as a teacher so much easier. I’ve learned about them now, however, so I’m shouting my joy from the rooftops. Hurray for rubrics!
What is a rubric, one might ask. A rubric is a means of giving detailed, qualitative feedback to students regarding a given product. It contains concrete descriptions of the criteria for a well-completed product.
There are different sorts of rubrics. I’ll explain two sorts of rubrics, using generic sample rubrics I wrote for this purpose. The first one is a criterion-referenced rubric, and the second one lists success critera for different levels of ability. I wrote these rubrics for a group project in which the children had to create posters demontrating what they’d learned during the last unit of learning. They were to use the new words they’d learned in correct sentences. For the sake of simplicity, I’ve omitted criteria for layout and presentation. I’ve only included the very basic criteria of content, language, and process.
The first example here shows a criterion-referenced rubric of the sort most people might use. For teachers, this is an easy form of marking, since the standard for the work remains the same, no matter the ability level of the child. Also, the criteria for success are clearly described, so all children can know ahead of time what he needs to do in order to pass the assignment. Another positive aspect is that children get differentiated feedback per criteria heading. On the downside, it’s perfectly possible for a child to fail the given assignment, as the criteria for success are of the one-size-fits-all variety. There is no way to allow for differences of ability when using this sort of rubric.
That problem can be solved by using a different setup. The example shown below demonstrates a way to differentiate feedback per ability level. For instance, if you work in a classroom with a broad difference in language ability, then it might be nice to set up the assessment so everyone has the chance to succeed. At the same time, this rubric also allows you to set up minimum success criteria per ability group that are just above the actual level of the children so that each child is pushed towards a higher level of ability. This is called differentiating in output.
In this case, the children should know ahead of time what group they belong to, and they understand that they each have a choice: to succeed at his own level, or to work towards success at a higher level. The term minimum success criteria is critical here: children should reach the minimum level indicated, but may also choose to work towards a higher level. Sometimes, if a child needs, he may choose to work at a lower level, but that is a pedagogical decision that you and that child can discuss. In this rubric, the indicators for ‘process’ are the same for all children, since it would be reasonable to expect all children to work on their social development irregardless of their language development.
Of course, no matter what kind of assessment format you use, it’s important that children be aware of the criteria for success so they know what they need to work toward. As a teacher, I post my rubrics on their electronic bulletin board at school, so students know what they can expect. It helps them focus their work and gives them the space to make informed decisions when it comes to their own learning. It also means they have no surprises when they get their grades back, which makes a big difference for everyone involved.
For more information on the use of minimum success criteria and rubrics, feel free to have a look at this site: http://www.assessmentforlearning.edu.au/professional_learning/modules/success_criteria_and_rubrics/success_criteria_landing_page.html
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