# data[].attributes.body
Three key concepts for me:

1. On page 4 the reading says that if learning outcomes are performance based, then a rubric is the best way to assess. I think misconception about rubrics is when to use them and this clears that up.

2. On page 5 the writer describes how rubrics can be used as a method of giving feedback and informing teaching. I often think of rubrics as the "final score" not always as a tool to measure student performance as they learn.

3. Page 9 describes the different benefits of using rubrics and I think once we as teachers identify how rubrics can benefit our students and classrooms, it becomes less daunting to use them.

# data[].attributes.body
Two things I would like to implement:

1. I want to think about and implement ways that I can use rubrics as a formative measure of student performance instead of the final project. As it says on page 9, rubrics help teachers avoid task completion with learning.

2. I would like to develop a performance assessment where students give their ideas on success with the performance to get student buy-in.

# data[].attributes.body
My big a-ha was just because a student completes a task or activity doesn't mean the student has truly learned something (page 11). I often find myself saying, " I taught ____. How do they not remember!" I may have taught a thousand things, but what are students internalizing and learning?

# data[].attributes.body
Three Key Concepts:

1. On page 5 in the reading there is a quote, "Instead of judging the performance, the rubric describes the performance." This statement describes that often when we are judging it does not give the student the opportunity to improve their learning because judgement stops the actions in the classroom and rubrics bring feedback and areas of improvement.

2. On page 10 which is encouraging the approach of using a general rubric and and states, "The general approach encourages students to think about building general knowledge and skills rather than thinking about school learning in terms of getting individual assignments done."

3. The importance of rubrics are they help teachers teach, coordinate instruction and help student learn. The results of the learning are directly related to how we assess the students. It is all about the learning and not the task---rubrics are the vehicle to get students where they need to go.

# data[].attributes.body
Two things that I want to implement:
1.  Having students come up with a criteria based on learning for the general skills that we do in class that increase buy-in  and help students focus on learning.

2. Once the criteria is made--teach the students how to assess themselves, apply criteria, give feedback and create an action plan based on the feedback. #goals

# data[].attributes.body
My big a-ha is this is the foundation of all the things. I have always tried to have the focus/philosophy in my classroom on the learning over the tasks, but had never put it together that the rubric could be the device that can get the students where they need to be. "Focusing rubrics on learning not the tasks." As we get busy as teachers, the tasks getting overwhelming---and the learning often get sacrificed (pg 11). Bam!

# data[].attributes.body
1.) On page 5 the reading says that rubrics help give structure to observations. The reading goes on to say that rubrics help describe performances instead of judging. This allows students to focus on their performance without feeling attacked.

2.) On page 9 the reading describes the differences between general rubrics and task-specific rubrics. One key concept about general rubrics is that you can share them with the students before the assignment so students can be a part of monitoring their own learning and progress.

3.) The long terms effects of using general rubrics in the classroom is: they help students build skills over time, they focus on student knowledge, and students are able to get more practice building their skills each time they use a rubric. Rubrics can be so much more than just a tool to grade.

# data[].attributes.body
1.) I would really like to create a general rubric for our opening questions at the beginning of each unit. Out opening questions allow students to problem solve in their own way and I think having a rubric would help them monitor their own progress while improving their problem solving skills.

2.) I would also like students to be able to come up with their own ideas on what good problem solving looks like. It would be helpful for them to focus on what they need to learn and take-away from a task.

# data[].attributes.body
My big A-Ha is that students should be more involved in assessing their learning. The reading talks about how first and second graders are able to come up with criteria for a "good project." My students can come up with criteria for problem solving and be able to use that criteria to self-asses their own learning.

# data[].attributes.body
1. On page 5 Brookhart states, “Rubrics give structure to observations.” Rubrics are not to judge but to observe student AND teacher progress.

2. All rubrics are made up of two components, the set of criteria and the described level of performance. Both are equally important.

3. Page 10 discusses the importance of using the same rubric for similar tasks such as writing. “If the rubrics are the same each time a student does the same kind of work, the student will learn general qualities of good essay writing, problem solving, and so on.” I think this is important for teachers to realize. When a teacher makes a good rubric it may be reused many times for different tasks.

# data[].attributes.body
1) A big takeaway for me was that rubrics are used to describe instead of evaluate, which is what it says on page 5.

2) I also liked the idea of using holistic rubrics for summatives and, if necessary, analytical rubrics for formatives (6).

3) I LOVE the idea of rubrics as a means of describing what students are supposed to learn rather than what I'm supposed to teach. It puts the onus on them and brings the focus back to learning rather than performance (10).

# data[].attributes.body
1. I would like students to self assess all of their work on their rubrics prior to submission. I already do this on some of their shop projects but I think it would be important in other grading rubrics as well.

2. I would like to make a rubric for general speaking/presentations instead of having multiple rubrics.

# data[].attributes.body
Rubrics also help teachers teach forcing to start with the end in mind (what you want students to learn) I just never thought of it that way.

# data[].attributes.body
1) I want to work on providing rubrics beforehand for all assignments. I've gotten away from that a little bit.

2) I also want to go back to creating rubrics with students as opposed to for students. Years ago, I created one with a class and I still use it with my students today. I'd like to involve them in the process more.

# data[].attributes.body
Rubrics are a way for helping students be present and connected to their own learning.

# data[].attributes.body
1. Rubrics describe performance, they don't judge the performance.
2. There are a few main types of rubrics, and they each serve different purposes.
3. Rubrics can help with planning

# data[].attributes.body
1. Start building some general rubrics that address skills students should be demonstrating
2. Review rubrics that I have created to ensure they are clear and instructive.

# data[].attributes.body
Rubrics can be bigger than just one project. They can help with planning the lessons and the units, and they can help students understand what they should be learning.

# data[].attributes.body
1. Instead of judging the performance the rubric describes the performance.
2.Rubrics have two major aspects: coherent sets of criteria and descriptions of levels of performance.
3. For most classroom purposes, analytic rubrics are best.

# data[].attributes.body
1. We need to implement the practice of starting with what we intend the students to learn instead of what we intend to teach. This ties well with the instructional model and content goals but needs to be overtly discussed and used as a starting place in PLCs.
2. We need to start purposely designing rubrics that are designed for repeated use. This will help teachers in planning, teaching and assessing across the board without requiring the reinvention of an instrument or criteria to assess over and over.

# data[].attributes.body
I love the idea of rubrics for learning. Students have the right to know how they are being assessed and what excellence or mastery looks like for that specific learning piece.

# data[].attributes.body
1. Focus on performance and criteria not task completion
2. Four types of rubrics will be covered: Analytic, Holistic, General, Task Specific.
3. Rubrics not only help teachers teach but also help students learn (i.e., not just for teachers).

# data[].attributes.body
1. Help teachers identify the type of rubric that would be helpful for their content.
2. ILT needs a common vision about the purpose of rubrics and student/teacher role in the use of rubrics.

# data[].attributes.body
Rubrics "clarify for students the qualities their work should have".

# data[].attributes.body
1) Rubrics can be used to evaluate processes or products.
2) General rubrics can help students experience their progress over time because the criteria used might be applied to multiple assessments. Task-specific rubrics can be graded faster and might be better for summative assessment.
3) Students who were involved in the criteria creation tended to perform better across age groups.

# data[].attributes.body
1) In PLCs, we will want to develop norms for how we come to a common vision on a general rubric. How can we be proactive about healthy conflict?
2) I would like to learn more about some strategies that I might use to help students develop their own criteria. I have some notions, but I want to confirm that my notions match best practice.

# data[].attributes.body
It's normal for general and analytic rubrics to take more time for "inter-rater reliability." My take-away is that the conflict that emerges has to become our friend - how can we learn from each other to achieve reliability?

# data[].attributes.body
3.  Rubrics aren’t used as judgment. More so towards performance on different tasks.
2.  Appropriate times for analytical and holistic. ( I know we all learned that back in school but it was still a nice refresher for me .)
1. Using general rubrics for focusing on the teacher developing students skills instead of task completion. And using task specific rubrics for scoring directions.

# data[].attributes.body
1. I want to work on students seeing the rubric and using it to assess themselves and each other.
2. It would be nice to have one general rubric per unit so students see what is/will be expected of them for the entire unit.

# data[].attributes.body
Rubrics can help guide, build, and coordinate instruction and assessment. Students will focus on feedback and improvement instead of just a letter grade or percentage

# data[].attributes.body
Good rubrics are empowering for students

Rubrics do not need to be overpowering and can look different in different areas

Different rubrics give teachers different options

Teachers can use one general rubric and not need to create many rubrics

It is about the learning not the teaching and can bring purpose to PLCs to ground practice

Talking about student growth and using rubrics to root conversations

Analytic rubrics and general rubrics take time to have commonalities in interpretation and that takes time to work through. Conflict may make people hesitant but growth can come from conflict

Rubrics align with district model and UBD. Where do we want students to be at the end and how can we get them there? Students know what is expected of them and can work toward it

Table grading with students and have them work with the rubric

Using rubrics for student self assessment

When we use rubrics it shifts the conversation from what did I get wrong to how can I make this better

This aligns instructional model to grading philosophy to UBD. Sharing with staff this can tie things together

No rubric will be perfect, but it is worth trying and revise and reconsider. Over time it will become better

# data[].attributes.body
Flipgrids were successful last year. We can shoulder tap people that use rubrics and share their experiences- Fine Arts, Math, Ag. (rubric success stories)

Share the why and establish the purpose with how it ties everything together

There needs to be follow up with PLCs