ollie-afe-2019: Building a Better Mousetrap - 1 views
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Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
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alisauter on 31 Mar 19I think communicating the rubric ahead of time makes them easier to score. I have had to conduct technology camp entrance interviews using a rubric that is "blind" and they are more challenging because the students come into the interviews completely blind to any of the questions or criteria. -
zackkaz on 03 Apr 19Ali, I agree I feel like giving the rubric for the assessment with the directions at the beginning helps students understand what the assessment is assessing. I just hope it doesn't lead to students formula writing like suggested late in the article. Or possibly killing creativity. -
tmolitor on 09 Apr 19I can easily see both sides of the coin here. On one hand it's tough to give students an assignment and not tell them how its being graded. On the other if a student knows exactly what they need to do to get the score, then it does kill creativity. -
barbkfoster on 09 Apr 19I can see where sharing the rubric might "kill creativity" but I think sharing the rubric is a great way to let students know what you are looking for and what is important. I know of many teachers who share the rubric at the very beginning of a paper/project/assessment, but I don't know of many who use it somewhere in the middle. I think we get too caught up in the completion that we forget to take time in the middle to help students self-evaluate their work. I think this is a great way to teach students to be owners of their own learning, and thus success. -
rhoadsb_ on 14 Apr 19I really like this for pre-assessment. Students can self assess and start where there are with their learning. The teacher will need to have the classroom set-up to meet all the needs of the students accordingly.
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habits of mind practiced in the act of self-assessment.
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THIS! I think developing the right mindset in our students when it comes to grading and rubrics is so important, although sometimes challenging.
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I agree, but we will need to put more of an emphasis on student self-assessment and justification as well as post-assignment reflection. Much of the time students and teachers see final assessment as a "post mortem" evaluation of where they were with nothing to be done about where they can go. -
Here is an interesting critical thinking rubric https://educate.intel.com/download/K12/elements/pba_lessons/resources/24_Critical_Thinking_Rubric.pdf This rubric could be used throughout a project to help the learner think about their thinking.
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others worry that doing so will encourage formulaic writing
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I've found it also depends on the student. Ironically, I've found that the higher achieving students will tend more strongly toward formulaic writing because they are worried about "missing points." If the grade on the assessment puts their GPA at risk, they are not willing to do any intellectual risk taking.
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Seems to me that if a student meets the criteria, then that is what is expected. (Coming from a person who is not inherently creative.) -
LOL. I just wrote this very thing "students create their paper too closely like the model" in last paragraph. The problem with following it so closely is that I wasn't sure they really understood the concept if they couldn't recreate it in an independent way.
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Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay.
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This is hard for me to do. I am a concrete thinker, and writing prescriptive rubrics is something I need to work on.
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adopt a rubric
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Rubistar and https://rubric-maker.com have different academic content area rubrics and grade levels.
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rubistar is helpful...sites like this can help build your skills as you create your own rubrics on that site as well.
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While the fundamental focus of assessment is always to promote learning, there are other reasons why we engage in assessment: curriculum reform, placement, promotion, diagnosis, accountability, and so on (Critical Issue).
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well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
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Well-designed and meaningful - I think these are the keys to a good rubric. If it doesn't measure what it aims to measure, then a rubric is completely useless. -
I agree as well. It is important that students see what his or her expectations are before they right instead of getting the information from teachers at the end. -
When I started many moons ago, in the classroom, almost every period was lecture. Student based learning is so much more effective.
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This is interesting that they're using rubrics at the post-secondary level. I agree that the best use of rubrics is for complicated assignments that ask students to problem-solve, show conceptual understanding, or even just write extended explanations. Rubrics are too time-consuming to write to use for simple tasks. -
It's important to have something to objectively assess outcomes of these types of assignments.
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Rick Stiggins, of the Assessment Training Institute, contends that we ought to illicit student input when constructing rubrics
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While I assume the author means 'elicit' and not 'illicit', I do agree that getting student input is essential, especially at the high school and college level where we are seeking to have students think meaningfully and critically about their work.
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I struggle with this a bit, for how do students know exactly what is quality of a product they do not have extensive knowledge of?
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Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric
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This does not surprise me at all. My six year old was docked for not using the word "next" in one of her writings. I read the work, and her transition was much more advanced than that (something I would have encouraged as a high school teacher).
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Maybe I do not make rubrics correctly...because I really do not see this happening!
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Look at some actual examples of student work to see if you have omitted any important dimensions.
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This is a great idea! It's similar to requesting student input without the students feeling pressured to contribute.
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Often this recalibration happens the year after in my experience. As an English teacher, we rubricate everything - for good or bad. I've found that once we ask students to go through a task and use the rubric to assess it, we see where the task, our teaching, and the rubric fail.
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a set of standards and/or directions for assessing student outcomes and guiding student learning
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I see the confusion stemming from a linguistic debate about whether "directions" refers to the task requirements (e.g. write a persuasive essay using 5 sources) or the assessment criteria (cites strong and thorough textual evidence). Many times students ask to see the "rubric" when they really just mean the specific task requirements.
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“performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
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I find this interesting that they are assessing "behavioral objectives." Much of what our discussions around grading versus assessing have focused on is the need to grade/assess the demonstrated learning and NOT the behavior which lead to the demonstrated learning.
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study on student-generated rubrics, they tend to “think more deeply about their learning.”
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I tried having students create their own rubrics for an independent learning project. They were all high achieving seniors near the end of their secondary academic career. And across the board, NONE of them said they enjoyed the process, calling it one of the hardest parts of the project as a whole. ALL said it was very eye opening. Ironically, these high-achieving, point grubbing seniors found it MORE difficult to define for themselves what a "perfect" project would be, then to just rise to standards already set by someone else (me). Having to set the bar themselves made them far more nervous about meeting it than if I had set a goal for them to meet. It does make sense, however. By setting their own standards, they would potentially be letting themselves down if they did not rise to their own challenges. Whereas, if they did not fully meet the criteria on a teacher generated rubric, it did not necessarily reflect badly on themselves.
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writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments”
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See, these seem more like task requirements rather than assessable rubric criteria
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Yes, and if that's all you want to grade, you could just make it a checklist and save yourself a lot of prep time!
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Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
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Most of mine are the same but then I change the content part for the details of the assignment.
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A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
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Interestingly, until the 2019-2020 school year, the College Board and AP programs have always used holistic rubrics to score the written essay portions of the exams (at least the English Language and Literature exams). These were used because, especially for the third free-response question, students could choose to respond to any aspect of the passage they chose. With the third free-response question, students had a choice about what text to use to respond to a very vague thematic prompt. Holistic rubrics were necessary to meet the needs of all these different approaches. Beginning next year, during the 2019-2020 school year, the College Board and AP program are replacing all holistic rubrics with analytic ones to "more specific feedback on your Instructional Planning Reports about your students' performance." Interestingly, this feedback is not to the students - students never see their rubrics - but to the teachers so the teachers can adjust their teaching. https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course/updates-2019-20
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That's interesting! The College Board switched to an analytical rubric for social studies a few years ago. It will be interesting to compare those.
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In the case of social studies, it gives the student and teacher more specific guidance in what should be included rather than feedback.
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In addition to these basic directions, you should consider your purpose and audience.
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I mentioned this above, but the College Board and the AP program are changing their use of rubrics from holistic to analytic to provide TEACHERS with a better understanding of student performance and comprehension. It's interesting that the audience for these new rubrics will not be the students who are being assessed, but the teachers who taught them. Who is really being assessed here?
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we need a meta-rubric to assess our rubric.
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While this makes complete sense and would be a great use of PLCs, my instinctual response was "Oh Geez. Yet another thing..."
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will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
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There are some rubrics that I have used that remind of this. Students basically being programmed on what to do to get an A without any deep learning taking place. However, I still see the need for rubrics like this.
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I agree. Unfortunately, many times students use rubrics to get the grade they want without focusing on the learning. Maybe it's not the rubrics themselves but how we are using them in the classroom?
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I feel students are programed to give us what we want and not explore their own learning. So often when I give a writing assignment I hear first, how long does it have to be? How do we get away from that?
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advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
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Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests
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Obviously a good thing with standardized tests focusing more on state standards.
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Share the rubric with your students and their parents.
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Great for students to know expectations and criteria. Have never thought about sharing a rubric with parents. See the benefits of that as well.
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“rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (
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More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing. According to Thomas Newkirk, an English professor at the University of New Hampshire,
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Curious to know what methods of grading are popular among the critics of rubrics.
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You can adapt a rubric—
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Honestly, I feel like this is what I do the most. I adopt a lot of rubrics and tweak them to fit what I want. I feel like in education there is a lot of resources available to me and people way smarter/better than me at their jobs. No point in reinventing the wheel, so why not adopt and tweak to fit the need that I have for my assessment.
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“The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
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That's always been a fear of mine with rubrics when writing an opinion or free write. Does this stifle the creativity of some students. It's really interesting to also look at who was seeing the bias as the article states girls/boys. Does it also bias ethnicities?
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The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
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I think by enlisting the help of students in creating the rubric, it will promote ownership of learning. It should also help students keep in mind what is most important while they are creating their product.
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“Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
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rubrics should be used in conjunction with other strategies,
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Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
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When students are part of the process there will likely be more enthusiasm and buy in from the students. -
I have to admit, I have not gone this far yet. But it makes total sense, that if students are a part of creating the rubric they would have a better understanding of the expectations.
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I agree. It will give them a sense of ownership in their own learning. Even my elementary students would be more than able to help with this. I plan on rolling it out to my colleagues to try with an upcoming paper. -
I have seen this done with second graders. They were not creating criteria based on standards, but rather criteria for quality. The students decided what the quality of presentation and speaking were. They actually were pretty tough on eachother and set the bar high. This is a great process, but can also be a challenge if you have multiple classes and want to have some consensus with evaluating.
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Revise the rubric and try it out again
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Would this be the point to gather student input? I would want to make sure my objectives were being met and then allow students to input.
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Each score category should be defined using description of the work rather than judgments about the work.”
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I like using rubrics so that it takes the teacher out of the grading. I like that communication is clear without bias.
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When instructors plan on grading
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By giving students the langugage to talk about thinking we open the door to them reflecting on their thinking and eventually refining it.
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, rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that
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A writing assignment that is part of an authentic learning opportunity that the student chose to participate in might decrease the emphasis on simply meeting the criteria of a rubruc.
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sions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2.
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I tend to use the "multiply a dimension by 2" method of weighting grades. In writing a particularly like this because it allows you to address things like conventions, but at the same time emphasize orther aspects of writing.
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I use weight dimensions in History class. I'm not as worried about the writing style, sentence structure etc.... But I'm more concerned with the what they know and if there research is thorough. I still include those things on my rubric, it's just worth less points.
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The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
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This is very important thing to think about. A student can't make changes to something they are doing after it is already turned in. They may think they are following all things on the rubric correctly but teacher may think differently
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In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
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Seems kind of stupid to not give the students the rubric for the assignment when they are working on it. You expect them to turn in something worth while without knowing what you want from them.
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hose students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]
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I can see this being true across the board. Lots of time when I start a project the first thing some of the students ask is "what do I need to do to get an A." They don't care about learning the content. They just make their project geared to meet all requirements on the rubric and don't care about anything else.
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I hear that comment often. Until our system changes to not be so focused on the grade itself, I totally side with the students. We put so much pressure on kids to achieve and achieve well so that they can apply and receive scholarships, be inducted into NHS, make it into the college of their dreams...I feel we leave them absolutely no room to worry about the learning. Teachers are just as guilty. I can't count the times I have heard, "I don't know why he has a B; there isn't any reason why he shouldn't be getting an A in my class." (This is without me asking why my child has a B instead of an A.) To me that makes the focus on the grade. They never mention what my child is actually learning or not.
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clear understanding of how rubrics operate can help educators of all levels design rubrics that facilitate, rather than obviate, student learning and teacher improvement.
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This is so true. Rubrics should be designed to help teachers facilitate learning so it's more student driven which will improve both student learning and allow teachers to improve.
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Doing so, many educators argue, increases the likelihood of a quality product.
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I agree you can get a quality product by giving students the rubric up front but I don't think you will get a great product because students tend to not go above and beyond the rubric. They just do enough to meet the criteria for the grade they want. No more and no less.
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evaluate your rubric
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I think it is important to continually evaluate your rubrics or any assessments for that matter. It is important to consider if you are assessing what you want/need to and get feedback from students.
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Stultifying: stunts creativity so that students achieve only what is required. Empowering: clarifies for students and teachers what is expected.
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no longer appropriate
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"no longer appropriate" is a bit over-stated. Students in Introductory Statistics still need to know these skills. I agree that we do need to focus more on developing statistical thinking, so more performance tasks (and assessment rubrics) are necessary.
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features known to the student
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Sharing the rubric with students at the beginning of the task holds students accountable and gives transparency to the task expectations.
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That, for me, was the primary purpose of the rubric. I wished for students to know clearly what this project should show me of their knowledge and skill. It did always frustrate me that they didn't use it more as a resource as they edited and revised their papers.
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I agree as well. I found them useful as student so that I knew exactly what my teacher/instructor expected. I love them as a teacher as they give the students specific talking points before they start their assignment.
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ull partners
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Build a metarubric
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This is a great checklist for evaluating our own rubrics that we have created.
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a system which some educators see as stultifying and others see as empowering.
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Not sure why it would be stultifying (which I looked up to be sure I knew what that meant). I mean, how much enthusiasm would a student have toward an assignment?
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In some cases, a rubric can be a little too prescriptive and actually curb creativity for students. A more open assignment--for some students--allows for more interpretation or flexibility. I think it really depends on how "tight" the teacher writes the rubric.
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Rubrics can be empowering yes, but not everything needs a rubric in my opinion.
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gineering programs
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Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
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rubrics can help the student with self-assessment
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“In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.
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I found the models to be very helpful for my students. My only problem is often students create something very close to the model. It often was a conundrum for me.
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Is the description of criteria judgemental
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That's a rule I have violated...and I probably knew best practice, but getting so specific in the criteria makes correcting so laborious
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You are so correct. Now that I have read this information, I know that when I would say "good", I meant, "following current conventions." Most 10-year-olds understand "good". Not so much for the other!
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rubrics should be non-judgmental:
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this could be a place where submission into an LMS using blind grading can be a huge benefit! I love blind grading...rarely do I need to know who produced the artifact.
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rubrics are now used similarly by post-secondary educators in all disciplines to assess outcomes in learning situations
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As we are to assess the pros and cons of rubrics, I would say this is a con to using them. We need colleges to get on board and use them as well, and some are switching over.
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solving real problems and using statistical reasoning
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student thinking and not just student knowledge
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(
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I do feel that rubrics are more closely connected with real life situations. In the workforce, you will not be given a grade. Instead, they will evaluate your performance.
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True...but sometimes with a rubric. =) I think of the way even my husband's corporate world annual evaluation tool is written.
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when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
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as long as each point on the scale is well-defined.
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When looking at standards based learning it is encouraged to have the same scale number for each department. And sometimes there is disagreement between a 3 pt scale or a 4 point scale.
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modify or combine existing rubrics; re-word parts of the rubric; drop or change one or more scales of an analytical rubric; omit criteria that are not relevant to the outcome you are measuring; mix and match scales from different rubrics; change the rubric of use at a different grade; add a “no-response” category at the bottom of the scale; divide a holistic rubric into several scales.
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I surf the internet quite frequently, and use other rubrics ideas as a starter for mine. And then I adapt it to my objectives.
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Steps in developing a scoring rubric
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However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
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I think this is really key, especially the part aobut being linked to classroom instruction. I've used rubrics by introducing them at the beginning and then using them to score at the end--and felt like students never looked at them and therefore got very little out of them. The key was when I used the rubric during instruction--as an explanation tool, as a peer reflection and self-assessment tool. We just have to be really deliberate and explicit and pulling it out and using it in instruction if we really want students to use it in their process.
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I have never used a rubric during instruction, other than to remind them to use it. I am excited to see how it will help them when we use the rubric continuously throughout a project.
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For me, I don't know how you do this in early elementary. Reading and comprehending "standard" language is not conducive to young readers. (ie subject/verb agreement)
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maintains the traditional gap between what the teacher knows and what the student knows.
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Yes, and some students have more ability to bridge that gap than others. I think this is where we get into equity problems--some students are better equipped (by home life or personality/strength) for school and intellectual processes. In other words, they are more insightful and therefore better "guessers" of what teachers want.
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non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
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Yes, exactly! We can even the playing field for students by being explicit in our expectations.
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Pilot test your rubric or checklist on actual samples of student work.
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This is a helpful step because one of the downfalls of a rubric is not rewarding something students do well (because it's not on the rubric) or unintentionally rewarding something you don't want students to do.
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By piloting the rubric, we are able to make sure we are truly assessing what we intend to. These samples could also be shared with students to practice using the rubric (so they can better evaluate their own work).
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“on what students have actually learned rather than what they have been taught,”
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this is the key to a successful classroom. it is not about what you teach it is about what have the students learned. Or it is not about providing time for student to be active, but what have you taught them that will lead to be active for a lifetime!
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This is an interesting quote about knowing what students have actually learned that what we taught. More of a formative assessment. How is the student's learning progressing and what do we need to do to get them there.
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This is the tricky part. A well designed rubric that does give the teachers the information that they need to understand what their students have learned.
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are about their potential to harm students learning.
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Exactly, it has to be conferring with teachers along the way on their progress.
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“an established custom or rule of procedure.”
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It's important to have an established procedure for grading so that the grades remain objective.
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totally agree and is a large reason have gone to SBL this year. Also have to make sure no gray area in rubric -
We are moving to SBL as well and it already is making a huge difference in the classroom.
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consistently and accurately
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I feel that the most consistent and accurate rubrics are checklists. I understand rubrics should not be checklists, but I find they need to be checklist-esque to keep them objective.
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traits, or dimensions, will serve as the basis for judging the student response and should reflect the vital aspects of the assignment
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This is a great reminder. I know I have failed in the past with having too much on a rubric or too little. Being focused on the vital aspects of the assignment will prevent you from assessing parts that are not important. This will also help students know what the criteria is without worrying about the fluff.
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rubrics that are outside of the students “zone of proximal development” are useless to the students.
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Wow, rubrics are really challenging to create. In the assess this assignment I started off way to high and would not be in a student zone of proximal development. How does a teacher know thijavascript:void(0)s. I am assuming rubrics that are aligned with grade level standards would be appropriate but I now feel like i need to take a look at more examples. This could be a Con if the rubric creator does not understand this idea.
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ubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
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I once heard a speaker say that "rubrics make cooks and we should strive to make chefs." His statement refered to that fact that students simply follow the recipe to complete the task rather than using their own thinking and knowledge to create a product. I think there are rubrics that can do both, but I can also see that this is a concern.
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I think the deep learning should be coming from the teacher more than the student.
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“performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
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totally agree. Find that really interesting since so much research is on NOT grading behaviors and focusing on the learning itself
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I think I would like to see what are these behavior objectives are. Are they really just skills that students demonstrate?
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Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay
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this is one of the hardest things in SBL or rubric use. They take so much time but have to make sure truly fit an assignment
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broader and more ambitious
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This is so true. The objectives are changing and sometimes they are changing in a way that we don't know how to assess them correctly
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important assessment tool in “achiev[ing a] new vision of statistics education.
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100%. It is the expectation now that all of our assignments and work have some sort of rubric. Now, it doesn't have to be super detailed but the goal is that students know what they are trying to achieve
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explicitly delineate the qualities of thought that they are looking for
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This is key I believe. This is also the #1 problem I see with rubrics today. Instructors need to know every detail of what they are looking for in order to make a rubric work out. With that said, sometimes you think of things late and that makes it hard to get them in the rubric
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I once gave extra credit
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I have seen this happen before as well. The way that I look at it, there needs to be an aspect of the rubric that discusses that pieces of evidence from class need to be included.
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However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
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Some the best teachers allow students student to assess a sample assignment so they can understand the language of the rubric.
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I agree. This is an important step and sometimes I feel like it is missed, by myself as well.
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a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom
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This type of student know the system and how to chase points not learning. Rubrics or other grading tools are about giving feedback to the students so they can continue their learning.
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The argument against using rubrics
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It's interesting that all of the arguments against rubrics are writing examples.
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Does the rubric encourage students to be independent writers?
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Can different scorers consistently apply the rubric?
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I think this is a great question. We might need to talk about it more with our teacher teams.
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