ollie-afe-2018: Building a Better Mousetrap - 3 views
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we ought to illicit student input when constructing rubrics
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leighbellville on 30 Jan 18Student input when creating rubrics would assist them in fully understanding the expectations set forth. It would be interesting to see examples of rubrics constructed with student input. -
bbraack on 30 Jan 18Having students illicit input in making of the rubric gives the students ownership and feel like they have a say in what should be assessed. -
dykstras on 01 Feb 18This would be tough for me to do in an ALgebra class as a majority of what i am teaching is brand new to them. -
Kim Foley-Sharp on 01 Feb 18I love this idea! I think there would be the initial learning curve of how to design a rubric, but a teacher could explain some of the main features/expectations of the projects and then let the students have some say in what excellent would look like etc. -
carlarwall on 03 Feb 18Building autonomy in our students and promoting learner agency! What a novel idea. -
brarykat on 04 Feb 18Great idea but realistically when would any teacher have time to gather input? Could it be through exit tickets? I could see Google Forms be used as a way to collect input. It still would mean dedicated time to review input. -
staudtt on 04 Feb 18I have had mixed feelings with this. For those that have done it do students really help design to further learning? I have had conversations with educators that say in some cases students create simple rubrics to make the expectations easy to attain. Just wondering what experiences were. -
Jen Van Fleet on 06 Feb 18As far as the time committment, I don't think it would have to be student created all day every day. I think allowing them to contribute when possible AND pulling out previous rubrics which students contributed on in the past shows the students that the teacher listens to student voice on a regular basis. Not necessarily 24/7. :)
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dehumanize the act of writing
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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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The idea of asking a student to choose which aspect "she values most" to determine the piece that will be weighted more heavily is an interesting one. I think it lends itself to creating personalized goals with students. Similar to when we ask teachers if there is a specific area they would like to focus on to receive a rating and feedback during an AIW scoring, it could create opportunities for growth and discussion between the teacher and the student.
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rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
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Though the end product is important, I agree that it is important for the student to think about what or how they are going to go about constructing the end product.
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True. If students could accurately self-assess, their end-products ultimately become stronger. -
This is when the true spirit of education come through when there is self reflection and self assessment occurs. -
The best way to get students to use self-reflection and self assessment is for teachers to also model this same practice.
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I often forget about the benefit of students being able to self assess. It would not be as useful in probably a math class since it's usually a yes or a no. However in a writing assignment it could help the students see how much work they need to do to get to the next level. -
I agree that it is important to encourage self-assessment. I also like to show students things I have written so they can grade me on the rubric. They enjoy critiquing their teacher. :)
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produced less interesting essays when they followed the rules [as outlined in a rubric]
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I can see where students would be too concerned with following the rubric in writing, instead of just writing for the fun of it or pleasure of adding things to their writing that they might not when using a rubric.
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I love when they write for fun but they still need to know the basics of grammar and sentence structure etc. and even writing and then going back and doing a self evaluation would be helpful to see if they got all the required items. -
My biggest fear in creating a rubric is just this. How do I write it to encourage going the extra mile and encourage not squash creativity?
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The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom
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Purpose and audience are two important considerations when developing a rubric. The point of including "critical vocabulary that you use in your classroom" and ensuring that it is "non-judgemental" are pieces that can be overlooked by educators.
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I really like that this emphasizes that the rubric be free from educational jargon.
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Student friendly language is key if we want the student self reflection to happen.
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I think it's helpful to consider / reflect on the notion of the students as our audience in terms of assessment and feedback. Remaining non-judgemental is important to remember in the assessment mode.
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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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I like the idea of having two or more separate scales (analytical rubric). Some parts of an assignment or test might have the student do more and so it should have a different scale. Specific feedback for students is always important so they can understand how they did and what they might need to improve on.
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Can different scorers consistently apply the rubric?
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I hadn't considered this being an issue until our small group assignment this week. I've only used rubrics in isolation. Interesting thought for teachers in department (i.e. Social Studies) using same rubric.
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Inter-rater reliability is essential. The goal is promoting creativity and creating clear expectations. However, by including too many details, we run the risk of formulaic writing. It is important to ensure students understand the expectations, but also stretch themselves and do not do the minimum required to reach proficiency. On the other hand, when enough detail is not included, then we can run the risk of a rubric that becomes too subjective and then two scorers can review the same piece of writing and score it differently based on their own expectations.
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stultifying and others see as empowering.
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First of all, I had not seen the word stultifying before! In order for a rubric or other type of assessments to be empowering, students must understand how to use them and have examples that help guide the conversation. Students need to know the expectations and what is considered and exceeds and just beginning. We must put more ownership on the kids' ends to self-assess well before the final due date. We want kids to improve it. I have come to love checklists to help guide this. -
I just commented about how students need to see the rubric before hand so they know what is expected of them. I love the idea of using checklists more to help guide the learning.
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Agreed. What good is a rubric if we don't let the students see it ahead of time? Are we setting students up for failure?
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Sadly, it is so easy to get wrapped up in all that we have to do in the short amount of time and not show the students the rubric, even when we know that it is more meaningful to show the rubric ahead of time. -
I feel both ways about rubrics. Rubrics certainly help the students and teachers know what is expected out of an assignment, but they can sometimes restrict a student's creativity. I feel like we saw that when we applied our rubric to some of the assignments this week.
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I think this is a major problem for a lot of PLCs I work with. Some don't even want students to see exemplars for fear of limiting creativity.
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post-secondary educators in all disciplines
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I have had quite a bit of training on assessment and rubrics and still feel it is almost impossible to write a good one. Are our post-secondary educators, many of whom don't necessarily have a teaching background, feel comfortable developing rubrics? Who is in charge of this huge task that can be career ending or career beginning for some?
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I couldn't agree more with your thoughts here! And depending on who is assessing your rubric the feedback, grows and glows you receive will also be different. OR what one person is taught as never to include in a rubric another person is taught to always do that. -
Heather, I am with you. Right now I am torn because I am supposed to be assessing my Algebra classes by standards with rubrics created for me at the district level, but everything I read indicates that these should be teacher created. i'm not sure who is more (or less) qualified to be doing this type of work, the individual teachers or the district level decision makers?
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current goals of solving real problems and using statistical reasoning.
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This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
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That idea resonates with me. Rubrics to help students with the process makes sense. Maybe the learning progressions would be helpful for teachers to create rubrics for "along the way."
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The issue of weighting may be another area in which you can enlist the help of students
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This perplexes me...As Mike pointed out the need to focus more on the process, do we focus too much on the final product? Can't we have separate rubrics that assess along the way to help with this? It would improve learning but and help teachers truly give a grade with multiple indicators that assess work ethic, collaboration, final product, and the process. I am glad to hear that our focus isn't always on the right answer but creating students who can reason and problem solve.
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“Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
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As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
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I see how beneficial rubrics can be in "meaningful" assessment. It provides clear expectations for both teachers and students, keeps the student focused, and hopefully created to meet standards or other meaningful benchmark.
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I think sometimes the rubric is a tool for the teacher to score and not as much a tool for feedback and encouraging learning (from earlier in the article). When teachers common score, are they using that discussion to shape their instruction and feedback to students? I don't mean to imply they aren't, I don't currently work with a PLC willing to common score. They simply use the same rubric.
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(whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
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We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
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Agreed that withholding assessment tools does a disservice to the education for the students and is can give some teachers a power trip. I am glad to hear the tech at your school are working on this piece and that the LMS has a feature to upload rubric into the system.
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one rubric can be used to assess all of the different papers assigned in a freshman composition course.
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We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
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I love the idea of common rubrics so that the goals are spelled out. especiallywhen one teacher likes it this way and another likes it this way can be so confusing.
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I agree, it is nice to have the common rubric that makes all expectations the same.
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Does the rubric relate to the outcome(s) being measured?
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In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
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non-judgmental:
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rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
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system designed to measure the key qualities
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The system of a rubric can be very abstract and not concrete if being teacher made. This has pros and cons, one pro if the teacher lets the students see it ahead of time, is that the students know what is expected of their performance.
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Agree! This can be challenging for a new teacher or one that is new to teaching that unit/class. The rubric also allows for standards to be measured in multiple assessments.
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actually learned rather than what they have been taught
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This reiterates to me the difference we are learning between assessing and grading. It is our job as teachers to make sure all students our learning and we aren't just going through the motions of going from chapter to chapter in a textbook.
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Teaching is a personal profession and when a student doesn't perform well on an exam it can be a shot to the teachers ego. If we can get teachers to think of rubrics as a way to see if the students have learned it yet instead of just a summative yes or not they got it, it might become less personal and we can start focusing on how to get the students to actually learn in.
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help instructors in all disciplines
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A beauty about Rubrics is they can be utilized in all content areas for all educators.
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and they can be tailored for the specific assignment or project. I love that rubrics are not content specific and can be designed for individualized, specific things.
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traditional gap between what the teacher knows and what the student knows
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This makes me emotional and the emotion I feel is anger. That there are teachers that are still out there that try to one up the student and have a power trip. As an educator and mother of three students myself I see this and have to play the politically nice card and try to listen instead of get mad during conversations with teachers. This class is giving me knowledge on the importance of assessments and different types.
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Well-designed rubrics
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As stated in one of the videos teachers are not taught in pre-teaching programs how to ask good questions, nor do I think we were taught how to prepare well written rubrics. If rubric are well designed they should not be "formulaic" in their outcomes.
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But she did it without saying anything coherent
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Agreed. The rubric apparently wasn't written so that it focused on an outcome the required something coherent.
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Leave it to kids to take your words literally in order to drive you figuratively insane. This just goes to show that a rubric shouldn't be driving students to one right answer but rather guiding them towards quality and learning.
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Absolutely. Kids will pick out one or two words and take them out of context. Is that what the intent of the rubric was? most likely no, but we need to teach the students that the rubric is a guide for expanding their learning with a few checks throughout the process.
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mitagate both teacher bias and the perception of teacher bias
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Anything to mitigate teacher bias is an improvement for many teacher assessments and evaluations of student learning.
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So true, removing teacher bias is difficult, and when we can do it, it is a good thing.
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I love the term real-life learning. Most professions don't have a good and bad type of employee. There are different levels of employees, and there's usually room for improvement.
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In this respect, rubrics protect both the student and teacher. This document removes any possible bias perceived by students and/or parents.
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The problem, which I don't know that it is really a problem, is that grading writing is biased. What I find creative or thoughtful might not be what another teacher thinks. The rubric can assess the prescriptive things like thesis, intro., conclusion, etc.
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achiev[ing a] new vision of statistics education.
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This is also true for the review systems for many companies. As I talk more and more with my friends outside of education, they talk of the rubrics that are used for their evaluation processes. I think that it is important as we teach students that they are able to relate their learning to rubrics as someday they will have to transfer that knowledge and understanding to their someday job/career.
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a clear understanding of how rubrics operate
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I really feel like many times when teachers are lost building rubrics they really need to zero in on the criteria needed to meet each indicator level. That said, they also need to model and communicate these items with their students.
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I agree with both of your points here. The indicator level makes the rubric clear and effective or not so much. Also, it is key for students to know what is expected of them. We, as adults, want to know what is expected of us, but we often think that students don't...which doesn't make sense.
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wrote poorly when writing, as we might say, to the rubric
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Have we considered to present the assignment to the students with the criteria THEN midway through the creative process bringing in the rubric so that students can assess their own work but still not lose their individuality?
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Do the students find the rubric helpful?
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I always find it helpful that in designing my rubrics (especially now when our school is building learning targets, assessment plans and more rubrics) that I test them out in my classrooms. They not only provide me feedback to student learning but I also have students provide me feedback as to how they are written, what I can change or add to make them work better for them. It also gives them even further buy-in to what you are doing in the class, as well and shows that you respect that there may be changes in learning but you are there for the student.
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shared with students prior to the completion of any given assignment
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I think rubrics should always shared with students when they start the assignment. so for me it is not an "IF: -
I agree Noel! Mine are posted along side my standards and learning targets in my room, and constantly referred to.
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I agree completely. I think the kids should know ahead of time what the expectation is.
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reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
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As long as the rubrics are well constructed and use I believe they do help lead to more equality and consistency in assessment. Teachers that give the same assessments, also need to review the rubrics together for consistency across schools and district.
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students to simply make sure their essays have those features
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Many students will just complete the assessment to meet the requirements in the rubric, but students are then meeting the expectations you wrote in the rubric. If you want them to do more change the rubric. What would happen if you did not share the rubric some might do more than expected and many would not because they have no idea what is expected.
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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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Looking at actual examples of student work ahead of time is a good idea. When we created the rubric for the Assess This assignment, we only had one example of student work. Then when we were given more pieces to assess, we quickly learned that the rubric would not work for all of the types of pieces that needed assessed.
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Sometimes after using a new assessment an rubric, I reflect and notice the mistakes I made when creating the rubric and revise it. When you have students examples it makes it easier to evaluate your own rubric.
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given their association with standardized assessment
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Last I checked, the iowa Assessments were not scored by a rubric. This is something I continuously struggle with. if students, teachers, buildings, and districts are measured by standardized test scores, why do we push for standards based assessments and rubrics? This will be the first year I have never taught specific focus lessons geared to higher achievement on the iowa Assessments. My district wanted me to pilot standards based assessment so I am going all out! Can't wait to compare and contrast previous years' scores to this year. Stay tuned!
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formulaic writing
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Sounds more like a checklist approach. Who hasn't been guilty in their life of following a rubric like a checklist? Almost human nature.
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“checksheets.”
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There's my checklist comment! Should have kept reading :-) When I think of this in math though, I must admit it's a struggle to NOT say these skills are level 1, these are level 2, and so on.
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I do see the checklists especially in math as a benefit when collaborative teacher teams are discussing what exactly the foundational skills of a priority standard look like and what dots to connect if a student is far away from achieving proficiency. I don't think that kind of learning progression would translate for a student who would see it as a checklist.
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I think the checklist and deep learning piece are not necessarily mutually exclusive. The checklist may require certain content (based on the unit of study or course topic) but the rest of the rubric can be skill focused and framed in a growth model.
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there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
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This ties in directly with a comment I made earlier, "How does this help increase student achievement scores of high stakes standardized assessments like the Iowa Assessments.
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Focus, Support, Organization, Conventions.
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Good for us Group 1! We pretty much came up with these same criteria for our rubric :-)
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Weighting
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I have to admit as a math teacher this peaks my interest the most. Would love to work with teachers who establish their own grading criteria for rubrics but want help 'converting' that into a conventional grade for reporting purposes i.e. report cards.
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Modify accordingly
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I agree with you Shawn. Professional educators are constantly modifying and adapting their instruction to the meet the needs of their students and the curriculum. Change means growth and learning are taking place for both the student and the teacher.
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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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I agree that it helps the students know what they need to strive for instead of just open ended questions and then you get back your grade and you did not do well because it wasn't what the teacher wanted. I struggled with this in my undergrad classes.
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I agree with this too that it provides students with the clear and specific qualities of the academic piece of material they are working on to be assessed. I have never thought about it being related closely to real-life learning situations though which is an imperative connection that should be made.
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‘some rubrics are dumb.’” He recounts,
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Usually a numerical value is assigned to each point on a scale
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This has been my experience with rubric to be very specific in the world of special ed. especially when using them for IEP goal writing.
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vital to the process and/or product of a given assignment,
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When I see the word vital in this statement, it reminds me that we should only be assessing the qualities that are truly important. We need to be so careful when we are creating and assessing student work to not over assess or under assess our students.
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I think this is true. Sometimes as teachers we feel the need to give a grade to everything. And while we are constantly assessing, we need to focus on the the things that are vital for the student to know.
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I agree with both of your statements. The word "vital" does remind the teacher to assess only what is truly important. It is very easy for teachers to loose focus on the important skills being taught and turn their attention to mundane details that are easier to define like writing mechanics or content presentation.
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rubrics to both assess and encourage student learning.
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This statement stands out to me because we should use rubrics for many purposes. Many times teachers just want to use the rubric to grade. We need to think about the feedback that we give students on a rubric as a way to encourage them to continue to push themselves in their learning and set goals for themselves.
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I really like the word encourage here. I do not really show the kids the rubric I am grading them on (although I should). I don't know if my students are mentally there to "want" to move to the next progression. Currently I am doing a lot of forcing to learn. I think that encourage puts the wanting to learn on the students shoulders.
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I like this concept - assess and encourage, not just evaluate and move on to the next assignment. In my opinion, this is where the learning on assessment and feedback is so important for teachers and students.
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When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
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Students should not have to play a guessing game with instructors. We as teachers need to be transparent with our students about what they need to know and should be able to demonstrate.
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rubrics should be used in conjunction with other strategies
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So important to remember that rubrics are not the only way to provide feedback to students.
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True! I would hope by the time that the students complete a project to get graded on by a rubric, that they have received feedback from formative assessments along the way.
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some educators see
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I think it's important to understand both sides of why teachers may or may not be in favor of rubic. In a math class it seemed unresonable and unnecessary to use a rubric until we started talking about standard based grading. It still a hard concept I am wrapping my head around but I am getting there. I have had WAY more instruction than other math teachers in building and district so I know it will be a huge struggle for them to see the value.
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become wooden
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This reminds me of readings we did that talked about rubics killing the creativity of the writings. It is definately a con, but for some students might help them get started in the writing process.
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With your colleagues
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This is important. If you are going to go into rubric style grading you want input from like content people. I teach 8th grade math, and would want input from 7th and 9th teachers when developing rubrics.
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different levels of that “deep learning”
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The examples of why rubrics haven't been appreciated mainly boil down to poor design. I like this statement because it shows the flexibility of rubrics. The creator can decide how in-depth the learning can go or encourage the student to expand beyond with skinny columns.
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different
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A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
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When I see a rubric performance descriptions include a certain number of something, I can't help but think about this.
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In this case, a teacher could use a checklist instead of a rubric. Trying to reach a specific number seems like it would cut down on the quality of some student work and only produce quantity.
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I understand this type of rubric but have also wondered what # of words/ correct words/spelling etc. constitutes an A/B/C...grade. What an A means to mean might not be the same to another person.
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I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors.
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Even a well-intentioned rubric can leave something to be desired. This sounds more like a checklist but begs the argument around having a criteria for coherence.
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Similarly, Heidi Andrade, in her study, “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
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I find this interesting. The formal, structured writing is favored and the in this particular task, the expressive abilities of a writer are not assessed and reported on and/or flexibility to consider creative structures is not in place. We should look at a student's overall writing abilities in a variety of settings.
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problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
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This to me is important. I try to use rubrics to assess the more inquiry/student centered work I do. There is still a place for teacher centered as there are skills that must be conveyed to all students for foundational learning. Finding that balance between teacher and student based is what can be challenging.
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I agree that there needs to be a balance and that balance can be challenging. I believe this is important as it helps to reach all learning styles.
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weight dimensions differently
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I need to figure out a way to do this within our standards based grading system.
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increases the likelihood of a quality product
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It can be challenging and time consuming to create a quality product. In my opinion, teachers that can work in teams to develop rubrics have a bonus. Several minds working together may help to produce a better rubric. A quality rubric is important so students do not have to guess what teachers want as they work on a project.
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Also, I think the teachers having that discussion is powerful - it can help develop their ideas or challenge misconceptions. I know some teachers fear students looking at an exemplar or rubric and all students creating basically the same thing. I think that is an error of instruction/feedback/design and not a student error. I think teachers having that discussion can prevent that type of problem.
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description of the work rather than judgments about the work.
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Descriptive vs evaluative is another way to think about this. It is difficult to keep evaluate words from our feedback and from rubric descriptions but descriptive feedback is more beneficial than evaluative feedback for students learning.
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we need a rubric to judge our performance—
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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 instruction.
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This is a powerful statement because it doesn't do any good to share rubrics with students if they don't understand the expectations or the way the teacher is using the rubric. Older students should have a better understanding of rubrics because they should have more experience with them. I think that younger students would benefit from initial exposures to rubrics especially since more and more teachers and employers are using them.
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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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I think that this would be interesting to see what students consider valuable in the assessment. What is it that they want to gain from their input?
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Totally agree. This goes back to the days when you study for a test, take the test and then do poorly because nothing you studied for was included on the test. If students have input or are able to know the expectations the results will hopefully reflect actual student learning.
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teacher
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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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The result is many students struggle blindly, especially 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 internaliz
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I think that having students of all ages know the expectations or knowledge of what is required for grades is crucial. As an adult it is important that we are clear with what we are assessing. Time is valuable at any age but certainly as an adult learner I don't want to spend hours working on a project only to find out that what I present or do was not relevant.
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Can students and parents understand the rubric?
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It is important that students and parents understand the rubric because usually the project grade is the product or reflection of the rubric. If the students or parents don't understand the components of the rubric, then they will question the validity of the grade that was given.
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to assess our rubric
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I agree. When we make these rubrics, we do need to discover its effectiveness.
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“red” or “reddish,
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Sometimes this looks like teachers' favorite parts - marking up the sheet in every possible way. I personally don't even have red pens! I think it sends the wrong message.
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to a hit or miss endeavor
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This is why students see school as a game and only want to talk about how to get more points.
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static
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I think the classic example of this is something like "3-5 spelling errors" as a criterion. Some rubrics are bad because they focus on delimiting every possible error instead of being growth or learning focused.
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