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As a special education teacher who has to work with social-emotional goals, the rubric provided on that topic is not something that would truly measure social-emotional growth. And, it would need to be more specific. 

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As a special education teacher who has to work with social-emotional goals, the rubric provided on that topic is not something that would truly measure social-emotional growth. And, it would need to be more specific. 

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It also is not really addressing "social-emotional" development. The "grit" and "meets" statements are more of goal setting for self, and the progress of achieving personal goals.

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Rubrics can be difficult when students score in multiple boxes. How do we score that?

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Strong effort for one student may be different than strong effort of another student. Students might not need to show "grit" if the material doesn't challenge them yet. Difficult to assess this on a rubric.

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A difficult to read rubric will not engage students.

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A difficult to read rubric will not engage students.

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quantifiable criteria
positive attributes should appear in columns left to right

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? Student friendly

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Many rubrics have too many pieces to each criterion

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Many rubrics have too many pieces to each criterion

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We liked the student reflection piece on the Soc/Emot rubric

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We liked the student reflection piece on the Soc/Emot rubric

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Social emotional rubric was not trackable 

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Social emotional rubric was not trackable 

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We liked that the first rubric attempted simplicity however it was ambiguous. Where does a child who doesn't meet fall? It's helpful for students to see where they are so they can figure out how to get where they need to be.  

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We liked that the first rubric attempted simplicity however it was ambiguous. Where does a child who doesn't meet fall? It's helpful for students to see where they are so they can figure out how to get where they need to be.  

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Identify specific behaviors to make expectations clear to students.

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- clear and concrete criteria
- should start with expectation, not "emerging"

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Math rubric felt overwhelming, covering too many topics at once. We felt that a parent/outsider could not pick up the rubric and understand the task.

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Math rubric felt overwhelming, covering too many topics at once. We felt that a parent/outsider could not pick up the rubric and understand the task.

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Question on who the rubric is intended for.. teachers or kids.

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Question on who the rubric is intended for.. teachers or kids.

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unclear
What does "Strong Effort" look like?

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Important to have student input when creating a rubric

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Social Emotional Rubric Does Looking for support enable learned helplessness? Does recognition equate to passion. There appears to be no continuum of achievement here

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Social Emotional Rubric Does Looking for support enable learned helplessness? Does recognition equate to passion. There appears to be no continuum of achievement here

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We like involving student voice in the rubric with some sort of reflection.

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Is it true that the more all-purpose a rubric is (used for every task), the less helpful it is in giving students feedback on how to gauge or improve their performance?

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How do you follow up with students after returning their rubric? How do you make the rubric the beginning of the conversation about their work, instead of the end?

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How do you follow up with students

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How

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Do you have students input when creating a rubric?

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In the category "Understanding the Issue" students will be given a 1 or "Beginning" if they need help in understanding an issue. Does this cause students to view needing
help as a negative thing?

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WE questioned who the rubric was intended for, students or teachers

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WE questioned who the rubric was intended for, students or teachers

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Important to have student input when creating a rubric

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Important to have student input when creating a rubric

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The rubrics use encouraging language to differentiate between levels on the rubric - instead of using language like "accurate vs inaccurate" etc. it expects the student to meet the criteria and then extend in some way/variation that meets a level

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It is great to have teacher observations and students self-reflection. More specificity in regards to language would be helpful to make it seem less subjective.

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I'm wondering how adults demonstrate responsibility for providing students the opportunity to learn content and develop skills (both academic and social/emotional) via rubrics. It can be easy to have students bear all the burden for success without considering our own contributions (or lack thereof...). Maybe it's in the conversation students and teachers have when reviewing a rubric? And as one colleague at my table said: How do administrators use and model this same sort of reciprocity with faculty when using rubrics?

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Like the concept of a social emotional rubric. Instead of a binary meets/not meet standard, more helpful to have a gradient of benchmarks to enable growth mindset

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Like the concept of a social emotional rubric. Instead of a binary meets/not meet standard, more helpful to have a gradient of benchmarks to enable growth mindset

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I think the math and science rubrics seem to be versatile and possibly useful for more than task. I am wondering if the language used in them are appropriate for students.

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Cannot be overwhelming, simple language,

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Cannot be overwhelming, simple language,

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Some of the rubrics have language that would mean different things to different students

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Some of the rubrics have language that would mean different things to different students

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How to be specific without being overwhelming?

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How to be specific without being overwhelming?

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I like when rubrics include an area for teachers and students to provide feedback.

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How can the rubric provide feedback for improvement

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How can the rubric provide feedback for improvement

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It is helpful when there is an explanation of the desired characteristics/skills

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It is helpful when there is an explanation of the desired characteristics/skills

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Rubrics have the problem that kids can score from multiple boxes.  How can that be addressed?

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Rubrics should be in student-friendly language. Some of the rubric examples used language that is not clear. 

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Rubrics should be in student-friendly language. Some of the rubric examples used language that is not clear. 

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- Student friendly language
- More objective: defining of terms ("minor errors" = 1-2 errors)
- There should be clear distinctions between levels
- Higher expectations for "advanced"
- Are there 2 rubrics? One for students/one for teachers, or do you use 1?

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Language needs to be specific and student friendly 

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Language needs to be specific and student friendly 

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What is the benefit of telling students what you DON'T want? (i.e., the lowest category)

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Social Emotional Rubric: How do you measure "strong effort"? and what happens if students don't meet the expectation?

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Social Emotional Rubric: How do you measure "strong effort"? and what happens if students don't meet the expectation?

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If we choose to use an MCIEA provided rubric, how can we make sure we tailor to task?

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If we choose to use an MCIEA provided rubric, how can we make sure we tailor to task?

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Our group valued the Social-Emotional rubric. We enjoyed that it gave opportunity for student reflection, but would like more concrete language (what does "passionate" mean?) and range (describing the process).

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Clear criteria along the continuum with headings; examples and/or guiding questions for both students and teachers.

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Important to create rubrics using age-appropriate language that students can access

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Important to create rubrics using age-appropriate language that students can access