Assessment literacy

"I agree that a checklist approach, based on steps and acquisition of factual knowledge can inhibit intuition and creative expression of learning.  Yet rubrics that focus on depth of skills to build critical thinking can allow the flexibility necessary to create indwelling.  Admittedly, I've used both.  And I do think that a scaffold approach, one which guides students from a prescriptive structure to one that engenders more internally driven analysis can work.  The key, as we discussed in our twitter discussion, is to design the rubric to guide rather than prescribe and use it to have conversations with students about their process.  Because I value experiential learning, I also value rubric-revision.  A good rubric is one that changes each and every time it is used-- possibly during the process.  It both encourages and responds to student inquiry.  It points in a direction, not to a path.  And it allows the student to develop thinking and produce work that surpass expectations."

Differentiate learning objectives