‘What kind of adult do we hope the child becomes?’, then work backward from that.
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Let’s not ask what the child can do, but tends to do. Let’s make sure the student can read and write–and wants to. Let’s see that the student can think critically–then does.
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You probably do all of the grading. This is too much work for you, and robs the student of a chorus of feedback they deserve. You can still be the closest and most attentive responder to their work, offering the most expert feedback of anyone, but as it has been said there smartest person in the room is the room.
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“Covering” a standard or idea makes about as much sense as sweeping a gravel driveway. You’re never finished,
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