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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Constructive alignment

Constructive alignment was first discussed by Professor John Biggs as a strategy guiding the design of programmes of learning. It focuses on the teaching and learning activities, intended learning outcomes (ILOs) and the assessments that relate to these ILOs.

Constructive alignment draws on two areas of learning: constructivism (the concept of learners constructing their knowledge through learning activities) and alignment with defined ILOs. This approach requires teachers to ensure ILOs and the learning activities they are planning are deliberately aligned.

"In constructive alignment we systematically align the teaching/learning activities, and the assessment tasks to the intended learning outcomes, according to the learning activities required in the outcomes" (Biggs & Tang, 2007, p.7).

Constructive alignment requires teachers to be honest and fair with their learners. It's also important to build trust with learners so they can be confident in their learning. "If we tell students that we want them to achieve something (ILOs) and then assess them against assessment criteria that do not match, they will feel cheated and will become cynical strategic surface learners." (Houghton, 2004b).

The model following demonstrates alignment between the ILOs, the learning activities and the assessment of learning.

"Constructive alignment encourages clarity in the design of the curriculum, and transparency in the links between learning and assessment. In a truly Constructively Aligned curriculum it facilitates deep learning as the activities are designed for that purpose. This should improve the quality of learning and graduates in our profession" (Houghton, 2004b).

How do we achieve this?

In order to achieve and maintain constructive alignment, teachers should:

start with the ILOs.

carefully plan and communicate ILOs that cover what the learners should expect

create assessments that directly relate to the ILOs, and that allow students to demonstrate achieving these

design teaching and learning activities that engage learners in constructing the knowledge required to achieve the ILOs.

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Constructive alignment was first discussed by Professor John Biggs as a strategy guiding the design of programmes of learning. It focuses on the teaching and learning activities, intended learning outcomes (ILOs) and the assessments that relate to these ILOs.

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Human-centered formative assessment drives long-term, holistic success for students. Because there is still confusion around this type of assessment, let's explore what it is and why it should be a part of our responsive teaching and learning cycles.

"Formative assessment" defined

As an organization, NWEA subscribes to the revised definition from CCSSO: "Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners."

Let's take a closer look at the key phrases in that definition:

"Planned, ongoing process." Formative assessment is a continuous, low- or no-stakes, responsive process comprised of practices, methods, and tools that are selected to support all students in reaching challenging learning goals. Teachers and students collaborate to use this kind of assessment in responsive ways that positively impact learners and learning. They partner to know and respond to strengths, interests, and needs.

"All students and teachers during learning and teaching." Formative assessment is a collaborative learning process happening "with" students, not "to" students.

"Elicit and use evidence of student learning." Formative assessment processes capture levels of knowledge and skill along the learning journey so teachers and students can make small, immediate, impactful decisions to support well-being, learning-goal achievement, and self-efficacy. Using formative assessment evidence is appropriate for making decisions during the practice phases of learning; formative assessment scores are not appropriate for calculating grades or for making placement decisions.

"Support students to become self-directed learners." This type of assessment includes students as active agents in the learning journey, which fuels learning and agency in learning environments and beyond. Engaging students in goal setting is a great way to do this.

What does formative assessment look like?

Little is required to start formative assessment processes because they can begin with a variety of methods and tools. Instead of specific programs, supplies, or resources, effective processes involve partnering with students to incorporate the following five practices into cycles of responsive teaching and learning.

Clarifying learning goals and success criteria within a broader progression of learning. Students should have context for what they're learning: why they're learning it, how it connects to previous lessons and their own interests, and what success looks like. Having goal clarity, purpose, and a path promotes student motivation and agency.

Eliciting and analyzing evidence of student thinking. Whether it's capturing ideas on a whiteboard, responding to an online survey, or giving a thumbs-up or down in response to a check for understanding, an effective process centers on knowing learning goals, then gathering, interpreting, and responding to learning-goal evidence.

Engaging in self-assessment and peer feedback. This type of assessment is more than providing feedback from teacher to student. As I explained in "The importance of student self-assessment," having students reflect on their progress helps them become active participants in their learning. The process should also involve students collaborating with each other, asking questions, making observations, celebrating successes, and suggesting improvements in ways that support them in attaining challenging learning goals.

Using actionable feedback. Once learning evidence is collected, teachers work with students to ensure that they have both the time and processes to apply feedback in ways that move learning forward.

Responding by adjusting learning strategies or next instructional steps. This practice is the "why" of formative assessment. To make the process effective, we must collaborate with students to use evidence and insights to propel learners toward shared and personal short- and long-term goals.

Why formative assessment is so important

As my colleague Chase Nordengren noted, "[f]ormative assessment is [critical] for educators looking to unlock in-depth information on student learning. [...] Using strategies that expose misconceptions, support higher-level thinking within a subject, and engage students in academic discourse, formative assessment provides the real-time feedback necessary to dynamically adjust instruction to meet learner needs as they emerge and change."

In short, formative assessment helps us evaluate whether our plans and responsive "moves" are working, while there's still time to do something about it. It celebrates that learning is an ongoing process, complete with stretches of success and periods of struggle, and it helps us remember that learning is not linear but, instead, an endeavor that rewards effort, persistence, and dedication. Best of all, it helps us collaborate with students as co-partners in the entire learning experience. Together we are a learning team, one that makes anything possible.

Ready for more?

There is no shortage of information and resources available on formative assessment. For easy-to -implement, research-based strategies, check out our eBook, Making it work: How formative assessment can supercharge your practice, and our article "27 easy formative assessment strategies for gathering evidence of student learning." Our professional learning team also offers five workshops that can engage you and your colleagues in deep dives designed and delivered by expert educators.

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Reliable assessment data drives positive long-term outcomes for kids. Formative assessment is a critical part of a balanced system.

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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https://learningapps.org/view30511713

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Top Formative Assessment Courses - Learn Formative Assessment Online

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Formative Assessment courses from top universities and industry leaders.

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Eigenschappen van de hoofdbewerkingen van gehele getallen.

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MAG DAT WEL? Sleep de tekening naar het GROENE vakje, links.

MAG DAT NIET? Slaap de tekening naar het RODE vakje, rechts.

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BUSCA CONCEPTOS RELACIONADOS CON LOS PRIMEROS AUXILIOS

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Quizizz - The world's most engaging learning platform

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Quizizz — The world’s most engaging learning platform

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Rubric Maker - Create custom assessments

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Create rubrics for your classroom projects.

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Bill Gates once remarked that "we all need people who give us feedback. This is how we improve ".

But this isn't always true. Not all feedback is equal, with some types of feedback far more valuable than others. So what makes the difference?

The Sutton Trust report that if it is done right, feedback can be one of the most effective ways to help someone improve their learning; however, research suggests that 38% of feedback interventions actually do more harm than good.

It's not the how, but the what that matters

For feedback to be effective, it relies on the person giving it to do it well. Unfortunately, most of the feedback training that people get focuses on the wrong thing. It focuses on the how to give it, not what the feedback should consist of. This often culminates in the typical feedback sandwich of 'praise-feedback-praise'. However, most people now see through this and ignore the praise as they are just waiting for the criticism. This leads to them either asking poor feedback questions or arguing with the person giving it.

The problem with feedback

The clue is in the name. The whole problem with feedback is that it focuses on the past. You feed back to someone about what they have done well or what they did poorly. For learning to take place, we have to make students think about how to improve. If all the information they are getting is descriptive about what has happened, this is unlikely to occur.

Feedback can and does have its place. It can be used to highlight errors, which can be a starting point for better reflection and self-awareness (two things associated with metacognition). Another problem with just focusing on the outcome, is it can lead to the person receiving the feedback to feel under attack, as they may be unable to separate the feedback of their outcome with who they are as a person.

Try feeding forward

Feeding forward puts an emphasis on what to do next and on how to get better. It offers suggestions on what to do next time. The emphasis is on strategies, behaviours and processes and not just on past outcome or current level. Whereas with feedback, the teacher does most of the work. With feeding forward, you get the students to think about what they need to do. You get them focused on moving forward.

A good way to start a discussion on feeding forward is to ask students "what would you do differently next time?". This leverages your time effectively as it helps shift their focus away from the past and more towards what they need to do, whilst not being too time intensive on your behalf. An added bonus on feeding forward is that the emphasis is on getting better at the task, which avoids people getting defensive and arguing, which often happens if they are feeling personally judged.

Final thought

Feedback obviously has it's time and place. But the whole point of it is that students leave the conversation with a clearer understanding of what it is they need to get better at. If they only get feedback on what they have done, this may be unlikely to occur. Combining feedback with feedforward - with an emphasis on the latter and not the former - is probably more likely to save the person giving it time and help the person receiving it improve.

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Bill Gates once remarked that "we all need people who give us feedback. This is how we improve ". But this isn't always true. Not all feedback is equal, with some types of feedback far more valuable than others. So what makes the difference?

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SMART Goals - How to Make Your Goals Achievable

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Goal-setting is a worthwhile activity at any stage of life, including while you're a student. Learning how to set and achieve goals is a life skill that will serve you well no matter your future plans.

How do you set meaningful goals that you can actually achieve? Many accomplished students and professionals rely on the SMART goal-setting method. This approach defines your purpose and sets clear objectives to establish success.

SMART is an acronym that stands for

Specific

Measurable

Attainable

Relevant

Time-Bound

The SMART Goal Setting Method

According to the Corporate Finance Institute, "SMART goals set you up for success by making goals specific, measurable, attainable, realistic, and timely. The SMART method helps push you further, gives you a sense of direction, and helps you organize and reach your goals."

Students can use the SMART method to reach any academic or personal goal by following a few simple steps.

SPECIFIC: DEFINE YOUR GOAL

To reach your goal, it needs to be specific and well-defined. You are much more likely to accomplish your objective if it is clear-cut rather than vague. For example, instead of setting a goal to get better grades this year, you should define which grades you'd like to achieve in which subjects.

Be as detailed as possible. Here are some questions you'll want to answer when defining your goal:

What do I want to accomplish?

What is the purpose of achieving this goal?

Why is this goal important?

What do I need to do to meet the objective?

Who is involved?

Where is it located?

When do I want to accomplish this goal?

Which requirements and constraints are involved?

Are there any obstacles I have to overcome?

MEASURABLE: HOW WILL YOU MEASURE SUCCESS?

Setting a goal that you can measure is crucial because it allows you to track your progress and stay motivated. Having quantifiable data or criteria makes the goal measurable.

In the example above, if your goal is to get better grades, think specifically about what "better grades" means to you. For example, does it mean getting straight A's or bringing up your GPA to a particular level?

You should establish concrete criteria for measuring progress. Ask yourself these questions:

How much?

How many?

How will I know when it is accomplished?

ATTAINABLE: CAN YOU ACCOMPLISH THIS GOAL?

When goal-setting, you should push yourself outside your comfort zone and make goals that will challenge you. But, it's equally important to set goals that are realistic and attainable. Put simply, you must be willing to work to attain your goals, but you must also be able to achieve your goals.

As an example, maybe your goal is to make the varsity soccer team. But you're a freshman, and the coach never allows first-year students to join the varsity team. In that case, it might be a more reasonable goal to shoot for the junior varsity team. This will set you up to achieve your ultimate goal of making the varsity squad in your sophomore, junior, or senior year when you've gained more experience.

RELEVANT: IS YOUR GOAL CONSTRUCTIVE?

A relevant goal is results-focused. It's not just an activity or an exercise. Your goal should help you advance in some way, either academically or personally.

A results-focused approach will help you achieve your goal while ensuring it's a productive pursuit.

TIME-BOUND: WHEN WILL YOU ACCOMPLISH YOUR GOAL?

A goal should always have a defined deadline. Without a timeframe, there is no sense of urgency, and you're unlikely to attain it. As a high school student, you live in the framework of school semesters and years, so these can be suitable units of measurements to judge your progress.

Writing SMART Goals

Perhaps the most critical step in the goal-setting process is writing down your goals. Writing goals down makes them concrete, and research suggests you're much more likely to reach written goals.

When writing your SMART goals, be as descriptive as possible. Forbes explains, "Vividly describing your goals in written form is strongly associated with goal success, and people who very vividly describe or picture their goals are anywhere from 1.2 to 1.4 times more likely to successfully accomplish their goals than people who don't."

Here are some tips for writing down your goals:

Use verb-noun structure. Each action item should begin with a verb. (ie. Increase GPA from 3.0 to 3.5 during junior year; Volunteer at the animal shelter 5 hours a month).

Break the big picture into smaller, doable increments with action plans for each step.

Review action plans regularly.

Identify obstacles to success.

Prioritize your goals based on importance to you, both now and in the future.

SMART Goals for Students

Establishing SMART goals allows you to clarify your ideas, focus your efforts, use your time and resources wisely, and increase your chances of achieving your future career and life goals. The process might seem daunting at first, but once you get started, the road map you create with your goals will help lead you down the path to success.

If you'd like more help defining your goals, read this article with SMART goal examples for students.

SOURCES

Barile, Nancy. "10 Tips for Setting Successful Goals With Students." Education Week, 20 January 2015, https://www.edweek.org/teaching-learning/opinion-10-tips-for-setting-successful-goals-with-students/2015/01. Accessed August 2021.

Murphy, Mark. "Neuroscience Explains Why You Need To Write Down Your Goals If You Actually Want To Achieve Them." Forbes, 18 April 2018, https://www.forbes.com/sites/markmurphy/2018/04/15/neuroscience-explains-why-you-need-to-write-down-your-goals-if-you-actually-want-to-achieve-them/?sh=798b6a957905. Accessed August 2021.

U.S. Bureau of Labor Statistics. "Career Planning for High Schoolers." BLS.gov, January 2015, https://www.bls.gov/careeroutlook/2015/article/career-planning-for-high-schoolers.htm. Accessed August 2021.

The ASVAB Career Exploration Program (CEP) is a FREE career planning resource available to high schools nationwide. This comprehensive program includes one of the most widely used multiple-aptitude test batteries in the world and an interest inventory complemented by a thorough occupational database all designed to give students an in-depth look at the world of work. To learn more about the program components or how to bring the CEP to your school, click here.

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SMART Goal Setting for Students | ASVAB Career Exploration Program

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Goal-setting is a worthwhile activity at any stage of life, including while you're a student. Learning how to set and achieve goals is a life skill that will serve you well no matter your future plans. How do you set meaningful goals that you can actually achieve?

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By Shaun Killian (MEd, MLead)
Last Updated on

Do you want to help your students do better at school? If so, try giving your students some effective feedback about their work. Feedback is a high impact teaching strategy. Learn more in this student feedback infographic.

Too many students say they receive little if any feedback

If you give feedback poorly, it can actually hinder their performance

If you give your students quality feedback, they will achieve better results. Yet:

Below, you will find an student feedback infographic summarizing what we know about this potentially powerful teaching strategy. It summarises our more comprehensive eBook on the topic.

The Student Feedback Infographic

Share this Image On Your Site

Want to Know More About How to Give Students Feedback?

Why feedback is important

What feedback is

When to use feedback in the learning process

The 3 different types of feedback

When to use each type

I created the student feedback infographic to summarise what we know about why, how and when to use feedback effectively. It explains:

If you found it useful, you can learn far more by downloading our FREE eBook, How to Give Feedback to Students.

Research Behind the Infographic & Book

For those interested in the research supporting the feedback infographic see:

A selective synthesis of the experimental literature on dynamic assessment.

Instructional effects of cues, participation, and corrective feedback: A quantitative synthesis.

Oral feedback in classroom SLA: A meta-analysis.

The effectiveness of corrective feedback: A meta-analysis.

The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.

The power of feedback.

The value of feedback and goal setting over goal setting alone and potential moderators of this effect: A meta-analysis.

For Ideas Behind the Feedback Infographic See Also

Classroom Instruction That Works by the Association for Supervision and Curriculum Development.

Feedback: The Communication of Praise, Criticism & Advice by Robbie Sutton, Matthew Hornsey & Karen Douglas

The International Guide to Student Achievement by John Hattie & Eric Anderman.

Visible Learning by John Hattie.

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Student Feedback Infographic - Why & How to Give Your Feedback

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By Shaun Killian (MEd, MLead) Last Updated on Do you want to help your students do better at school? If so, try giving your students some effective feedback about their work. Feedback is a high impact teaching strategy. Learn more in this student feedback infographic.

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40 Free Rubric Templates (Assessment Examples) | Word, PDF

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Assessment and Curriculum Support Center

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On this page:
Part 1. What is a rubric?
Part 2. Why use a rubric?
Part 3. What are the parts of a rubric?
Part 4. Developing a rubric
Part 5. Sample rubrics
Part 6. Scoring rubric group orientation and calibration
Part 7. Suggestions for Using Rubrics in Courses Step 1: Identify what you want to assess
Part 8. Tips for developing a rubric
Rubric examples:

Workshop presentation slides and handouts:

A rubric is an assessment tool often shaped like a matrix, which describes levels of achievement in a specific area of performance, understanding, or behavior.

There are two main types of rubrics:

Analytic Rubric: An analytic rubric specifies at least two characteristics to be assessed at each performance level and provides a separate score for each characteristic (e.g., a score on "formatting" and a score on "content development").

Advantages: provides more detailed feedback on student performance; promotes consistent scoring across students and between raters

Disadvantages: more time consuming than applying a holistic rubric

Use when:

You want to see strengths and weaknesses.

You want detailed feedback about student performance.

Holistic Rubric: A holistic rubrics provide a single score based on an overall impression of a student's performance on a task.

Advantages: quick scoring; provides an overview of student achievement; efficient for large group scoring

Disadvantages: does not provided detailed information; not diagnostic; may be difficult for scorers to decide on one overall score

Use when:

You want a quick snapshot of achievement.

A single dimension is adequate to define quality.

A rubric creates a common framework and language for assessment.

Complex products or behaviors can be examined efficiently.

Well-trained reviewers apply the same criteria and standards.

Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, "Did the student meet the criteria for level 5 of the rubric?" rather than "How well did this student do compared to other students?"

Using rubrics can lead to substantive conversations among faculty.

When faculty members collaborate to develop a rubric, it promotes shared expectations and grading practices.

Faculty members can use rubrics for program assessment. Examples:

The English Department collected essays from students in all sections of English 100. A random sample of essays was selected. A team of faculty members evaluated the essays by applying an analytic scoring rubric. Before applying the rubric, they "normed"-that is, they agreed on how to apply the rubric by scoring the same set of essays and discussing them until consensus was reached (see below: "6. Scoring rubric group orientation and calibration").

Biology laboratory instructors agreed to use a "Biology Lab Report Rubric" to grade students' lab reports in all Biology lab sections, from 100- to 400-level. At the beginning of each semester, instructors met and discussed sample lab reports. They agreed on how to apply the rubric and their expectations for an "A," "B," "C," etc., report in 100-level, 200-level, and 300- and 400-level lab sections. Every other year, a random sample of students' lab reports are selected from 300- and 400-level sections. Each of those reports are then scored by a Biology professor. The score given by the course instructor is compared to the score given by the Biology professor. In addition, the scores are reported as part of the program's assessment report. In this way, the program determines how well it is meeting its outcome, "Students will be able to write biology laboratory reports."

Rubrics are composed of four basic parts. In its simplest form, the rubric includes:

1. A task description. The outcome being assessed or instructions students received for an assignment.

2. The characteristics to be rated (rows). The skills, knowledge, and/or behavior to be demonstrated.

3. Levels of mastery/scale (columns). Labels used to describe the levels of mastery should be tactful and clear. Commonly used labels include:

Not meeting, approaching, meeting, exceeding

Exemplary, proficient, marginal, unacceptable

Advanced, intermediate high, intermediate, novice

1, 2, 3, 4

4. A description of each characteristic at each level of mastery/scale (cells).

Step 2: Identify the characteristics to be rated (rows). These are also called "dimensions."

Specify the skills, knowledge, and/or behaviors that you will be looking for.

Limit the characteristics to those that are most important to the assessment.

Step 3: Identify the levels of mastery/scale (columns).

Tip: Aim for an even number (4 or 6) because when an odd number is used, the middle tends to become the "catch-all" category.

Step 4: Describe each level of mastery for each characteristic/dimension (cells).

Describe the best work you could expect using these characteristics. This describes the top category.

Describe an unacceptable product. This describes the lowest category.

Develop descriptions of intermediate-level products for intermediate categories.

Important: Each description and each characteristic should be mutually exclusive.

Apply the rubric to an assignment.

Share with colleagues.

Tip: Faculty members often find it useful to establish the minimum score needed for the student work to be deemed passable. For example, faculty members may decided that a "1" or "2" on a 4-point scale (4=exemplary, 3=proficient, 2=marginal, 1=unacceptable), does not meet the minimum quality expectations. We encourage a standard setting session to set the score needed to meet expectations (also called a "cutscore"). Monica has posted materials from standard setting workshops, one offered on campus and the other at a national conference (includes speaker notes with the presentation slides).

They may set their criteria for success as 90% of the students must score 3 or higher. If assessment study results fall short, action will need to be taken.

Step 6: Discuss with colleagues. Review feedback and revise.

Important: When developing a rubric for program assessment, enlist the help of colleagues. Rubrics promote shared expectations and consistent grading practices which benefit faculty members and students in the program.

Rubrics are on our Rubric Bank page and in our Rubric Repository (Graduate Degree Programs). More are available at the Assessment and Curriculum Support Center in Crawford Hall (hard copy).

These open as Word documents and are examples from outside UH.

When using a rubric for program assessment purposes, faculty members apply the rubric to pieces of student work (e.g., reports, oral presentations, design projects). To produce dependable scores, each faculty member needs to interpret the rubric in the same way. The process of training faculty members to apply the rubric is called "norming." It's a way to calibrate the faculty members so that scores are accurate and consistent across the faculty. Below are directions for an assessment coordinator carrying out this process.

Suggested materials for a scoring session:

Copies of the rubric

Copies of the "anchors": pieces of student work that illustrate each level of mastery. Suggestion: have 6 anchor pieces (2 low, 2 middle, 2 high)

Score sheets

Extra pens, tape, post-its, paper clips, stapler, rubber bands, etc.

Hold the scoring session in a room that:

Allows the scorers to spread out as they rate the student pieces

Has a chalk or white board, smart board, or flip chart

Process:

1. Describe the purpose of the activity, stressing how it fits into program assessment plans. Explain that the purpose is to assess the program, not individual students or faculty, and describe ethical guidelines, including respect for confidentiality and privacy.

2. Describe the nature of the products that will be reviewed, briefly summarizing how they were obtained.

3. Describe the scoring rubric and its categories. Explain how it was developed.

4. Analytic: Explain that readers should rate each dimension of an analytic rubric separately, and they should apply the criteria without concern for how often each score (level of mastery) is used. Holistic: Explain that readers should assign the score or level of mastery that best describes the whole piece; some aspects of the piece may not appear in that score and that is okay. They should apply the criteria without concern for how often each score is used.

5. Give each scorer a copy of several student products that are exemplars of different levels of performance. Ask each scorer to independently apply the rubric to each of these products, writing their ratings on a scrap sheet of paper.

6. Once everyone is done, collect everyone's ratings and display them so everyone can see the degree of agreement. This is often done on a blackboard, with each person in turn announcing his/her ratings as they are entered on the board. Alternatively, the facilitator could ask raters to raise their hands when their rating category is announced, making the extent of agreement very clear to everyone and making it very easy to identify raters who routinely give unusually high or low ratings.

7. Guide the group in a discussion of their ratings. There will be differences. This discussion is important to establish standards. Attempt to reach consensus on the most appropriate rating for each of the products being examined by inviting people who gave different ratings to explain their judgments. Raters should be encouraged to explain by making explicit references to the rubric. Usually consensus is possible, but sometimes a split decision is developed, e.g., the group may agree that a product is a "3-4" split because it has elements of both categories. This is usually not a problem. You might allow the group to revise the rubric to clarify its use but avoid allowing the group to drift away from the rubric and learning outcome(s) being assessed.

8. Once the group is comfortable with how the rubric is applied, the rating begins. Explain how to record ratings using the score sheet and explain the procedures. Reviewers begin scoring.

9. If you can quickly summarize the scores, present a summary to the group at the end of the reading. You might end the meeting with a discussion of five questions:

Are results sufficiently reliable?

What do the results mean? Are we satisfied with the extent of students' learning?

Who needs to know the results?

What are the implications of the results for curriculum, pedagogy, or student support services?

How might the assessment process, itself, be improved?

Use the rubric to grade student work. Hand out the rubric with the assignment so students will know your expectations and how they'll be graded. This should help students master your learning outcomes by guiding their work in appropriate directions.

Use a rubric for grading student work and return the rubric with the grading on it. Faculty save time writing extensive comments; they just circle or highlight relevant segments of the rubric. Some faculty members include room for additional comments on the rubric page, either within each section or at the end.

Develop a rubric with your students for an assignment or group project. Students can the monitor themselves and their peers using agreed-upon criteria that they helped develop. Many faculty members find that students will create higher standards for themselves than faculty members would impose on them.

Have students apply your rubric to sample products before they create their own. Faculty members report that students are quite accurate when doing this, and this process should help them evaluate their own projects as they are being developed. The ability to evaluate, edit, and improve draft documents is an important skill.

Have students exchange paper drafts and give peer feedback using the rubric. Then, give students a few days to revise before submitting the final draft to you. You might also require that they turn in the draft and peer-scored rubric with their final paper.

Have students self-assess their products using the rubric and hand in their self-assessment with the product; then, faculty members and students can compare self- and faculty-generated evaluations.

Find and adapt an existing rubric! It is rare to find a rubric that is exactly right for your situation, but you can adapt an already existing rubric that has worked well for others and save a great deal of time. A faculty member in your program may already have a good one.

Evaluate the rubric. Ask yourself: A) Does the rubric relate to the outcome(s) being assessed? (If yes, success!) B) Does it address anything extraneous? (If yes, delete.) C) Is the rubric useful, feasible, manageable, and practical? (If yes, find multiple ways to use the rubric: program assessment, assignment grading, peer review, student self assessment.)

Collect samples of student work that exemplify each point on the scale or level. A rubric will not be meaningful to students or colleagues until the anchors/benchmarks/exemplars are available.

Expect to revise.

When you have a good rubric, SHARE IT!

Sources consulted:

Rubric Library, Institutional Research, Assessment & Planning, California State University-Fresno

The Basics of Rubrics [PDF], Schreyer Institute, Penn State

Creating Rubrics, Teaching Methods and Management, TeacherVision

Allen, Mary - University of Hawai'i at Manoa Spring 2008 Assessment Workshops, May 13-14, 2008 [available at the Assessment and Curriculum Support Center]

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25).

NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. [PDF] (June 2005)

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Creating and Using Rubrics - Assessment and Curriculum Support Center

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On this page: Part 1. What is a rubric?Part 2. Why use a rubric?Part 3. What are the parts of a rubric?Part 4. Developing a rubricPart 5. Sample rubricsPart 6. Scoring rubric group orientation and calibrationPart 7. Suggestions for Using Rubrics in CoursesPart 8.

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13 Formative Assessments That Inspire Creativity

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Sometimes mixing in formative assessments that go a step beyond exit slips and low-stakes quizzes can inject some fun—and creativity—into learning.

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Russel Tarr, International School of Toulouse

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ClassTools.net: Create your own interactive learning resources

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Dozens of templates, quiz generators and learning tools for use in the classroom

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Formative | Questions & Hints Powered by ChatGPT

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Take a look at our brand new features powered by Formative AI. Generate questions, assignments, hints and more with a single prompt today!

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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Everyone loves a good sandwich. Whether your favorite is peanut butter and jelly or turkey on rye, a sandwich goes with anything. Unless, of course, we're talking about a feedback sandwich.

This type of feedback can be used in a variety of situations, but it can go wrong if you're unsure of the best way to approach providing feedback to a teammate, coworker, or supervisor with this method.

To get a grasp of what a compliment sandwich is and when it's ideal to use one, just keep reading!

What is a feedback sandwich?

First things first, a feedback sandwich is when a superior, manager or fellow coworker lays constructive criticism, or potentially negative feedback, in between two pieces, or statements, of positive feedback. These are sometimes also referred to as a compliment sandwich, where the compliments or positive comments are before and after the potential critical feedback.

So, if we're going back to our turkey on rye example, the turkey is the constructive criticism and the two slices of rye are the positive feedback.

Feedback is a gift.

Create a culture where giving, receiving, and implementing feedback is part of the DNA with a tool like Fellow.

Example of a feedback sandwich

Now that you have a better understanding of what a feedback sandwich is, let's go over an example of what one may sound like.

Let's say a meeting where a slide deck was presented has just come to a close. Here is a compliment sandwich of what a manager may say to one of their direct reports who was presenting some in-depth, but a little boring, slides.

"Great job presenting today! I thought the content you went over was in-depth and you had great examples to back up your points. However, I thought your slides could use some improvement. Next time, try using the branded slide deck the design team created to give the slides a personal and more engaging touch. Again, overall really fantastic job. Once you improve on slide design I think the audience will be more engaged."

Let's break it down:

Top slice of bread: The first positive comment, telling the team member the content was in-depth and it had great examples.

Meat: The constructive feedback, letting the team member know the slides needed some improvement to be more personal and engaging.

Bottom slice of bread: The closing statement, reaffirming the positive comment that the team member did a great job overall.

How to give a feedback sandwich

It's crucial to understand how to give a feedback sandwich in order for it to be most effective. Like the example above, you always want to start it off with at least one positive statement about what your peer, coworker, team member, or even your manager did well.

Then, you'll state the constructive feedback, which is usually how they can be better next time, or a specific statement regarding how they can improve their performance. You'll then end the sandwich with a final encouraging statement, which will soften the blow of the criticism or critical feedback and end the interaction on a positive note.

Feedback can be easily given or requested through Fellow with the simple click of a button. Whether you're asking for 360 feedback, feedback about a meeting, or something else entirely, Fellow can help you create a feedback request without over-thinking the process.

Advantages to the feedback sandwich

If you master the art of the feedback sandwich, there are many advantages to the approach when using it with employees. Here are some reasons why you may want to give it a try next time you'd like to share effective feedback.

1 Softens the impact of the criticism

Whether it's to a fellow teammate or you're giving feedback to your manager, no one likes to hear criticism. Not only can it be awkward to hear, but it can also be uncomfortable to give.

Going the route of a compliment sandwich can soften the impact of the criticism since it's between two positive comments. Because the statement both starts and ends with something the person did right, or a form of praise, it makes the criticism easier to digest. Essentially, it takes the sting out of hearing whatever you did wrong.

2 Makes it easier to give feedback

Similarly, it's easier for the individual to give feedback. As we mentioned, criticism is awkward, but when you're giving potentially negative feedback, it's easier when you're also serving it up with two compliments.

It further makes the entire situation just a little more comfortable for all parties involved.

3 Enables meetings to end on a positive note

It can be uncomfortable to end a meeting, or even a one-on-one interaction, with criticism. It leaves everyone with a bad taste in their mouth, and really boosts the awkward and uncomfortable factor of the entire encounter.

Having a feedback sandwich end on a positive note means that team members leave the meeting or conversation happy and pleased with themselves and feel overall confident in their performance.

4 Helps employees increase their receptiveness to criticism

Another advantage of the feedback sandwich is that it helps employees and others on your team increase their receptiveness to criticism.

Because no one is perfect, we'll likely all hear criticism at work at some point. When the criticism is in between two positive comments, it's common that we'll become more accepting of the potential negative feedback the more we encounter the feedback sandwich.

Disadvantages to the feedback sandwich

Just like some people really love the feedback sandwich, others feel that there are too many things that can get misconstrued along the way. Below are some potential cons to the sandwich approach of giving feedback.

1 The feedback isn't clear

A potential disadvantage of the feedback method is that it can muddy the message and make it unclear. It can also leave the feedback or ways to improve feeling forgotten.

When the person on the receiving end hears something they need to improve on in between two things they did well, they could leave the interaction thinking "So, did I do a good job or not?" If you're really looking to get the point across of how someone can develop new skills or correct something they did incorrectly, the feedback approach may not be the best one to go with.

2 Using terms such as "but" can undermine positive performance

Have you ever been in the middle of a conversation with someone, only to think "I feel a but coming on." Kind of like when you're on a date and someone says, "I think you're great, and I really like you, but..."

Using terms like but and however have the potential to undermine or negate the positive feedback you're giving about a teammate's performance. The person on the receiving end could even feel like the positive comment you gave at the beginning wasn't even true and was only said as a way to avoid having the entire statement be negative. The method can also make employees distrustful of praise, feeling like it will always be followed up with a but statement.

Sometimes, when providing feedback, it can be better for everyone if you skip the but and just get right to the point.

3 You're not embracing constructive feedback as a gift

Gifts, like sandwiches, can come in all shapes and sizes.

And sometimes that gift is in the shape of constructive feedback. While some may cringe at the thought of receiving constructive feedback, it can go a long way into pinpointing ways to improve and what to do better next time.

After all, when you give a team member or employee feedback, your intentions should also be coming from a place of wanting the individual, and the team as a whole, to improve. When you go into the interaction with that mindset, it's easier to embrace the bottom line of what constructive feedback can do.

Would you like fries with that?

Regardless of whether or not you choose to go in the direction of the feedback sandwich, there are some tips you can follow to ensure you're approaching it the right way.

For instance, remember to always be specific and direct with ways someone can improve, while also remaining sincere about the compliments and positive affirmations you're giving before and after. As you offer up the constructive criticism along with the compliments, remember to be brief as the overall statement shouldn't feel long and drawn out.

Remember that when giving your constructive feedback, give as many clear examples and guidelines as possible for how your coworker can improve. When doing so, be sure that you're focusing on the situation, instead of the person. The goal when giving this feedback isn't to hurt feelings or make a team member feel bad about their performance, but simply to show that there are ways to improve or do better in the future.

And, if you're looking for the best way to share real-time feedback on projects, meetings, and performance, keep in mind that Fellow can help promote a healthy and strong culture that starts with giving feedback the right way.

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The Feedback Sandwich: Should You Use It? (Pros and Cons)

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Everyone loves a good sandwich. Whether your favorite is peanut butter and jelly or turkey on rye, a sandwich goes with anything. Unless, of course, we're talking about a feedback sandwich. This type of feedback can be used in a variety of situations, but it can go wrong if you're unsure of the best way to approach providing feedback to a teammate, coworker, or supervisor with this method.

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A guiding principle of course design

Constructive alignment is an underlying principle behind quality course design in Outcomes-based Teaching and Learning (OBTL). This idea was conceptualised by John Biggs (1996) based on earlier work by Ralph Tyler (1949) and Thomas Shuell (1986). It suggests that course design should start by defining the learning outcomes. Thereafter, the teaching and assessment activities are designed to enable students to achieve those outcomes and to assess the standard at which they have been achieved (Biggs, 2014).

We start this process first by defining what are the learning outcomes (INSERT LINK) that we intend students to learn, and align both teaching and assessment activities to these outcomes. The figure below illustrates the interrelated processes involved in constructive alignment.

Here is an example to illustrate the constructive alignment process, written by one of our colleagues in the History Department. In this example, one of the outcomes is that students are able to "analyze and interpret gendered languages and images in primary historical sources". In order to measure this outcome, students will write an essay that demonstrates their skills in research and critical analysis. This learning activity's interrelations are mapped accordingly, with more details given in the table below.

Intended Learning Outcomes (LO)

Assessment

>Teaching & Learning Activity

LO3: Analyze and interpret gendered languages and images in primary historical sources.

Continuous Assessment 4 (CA4) - Major essay - 40%:
The major essay should be a polished piece of writing that demonstrates your skills in research and critical analysis. The research essay should include interpretation of several primary sources. An excellent essay will also position the argument of the essay in relation to different approaches to the study of gender (which we read about in week 2). The essay question you have developed should appear at the beginning of the first page of the essay. Please use the Chicago referencing style (outlined in the Course Style Guide). 3-10% will be deducted for incorrect referencing style

Primary Source Analysis
In-class activities will help to build your skills in primary source analysis and prepare you for the primary source analysis assignment (CA2). CA2 is designed to build a key skill that is required for the major essay (CA4), and more generally for historical research, contributing to LO3.

Essay Writing
The major essay (CA4) brings together the competencies in primary source analysis, developing a research topic and constructing a convincing argument from CA1, CA2, and CA3. Students will investigate historical processes (LO1), compare scholarly approaches to gender history (LO2), analyse primary sources (LO3) and formulate and articulate an historical argument (LO4).

Here is another example written by one of our colleagues in the Aeroscape Engineering Department. In this example, one of the outcomes is that students are able to "apply theory and knowledge of Air Traffic Management (ATM) to develop solutions for practical ATM problems". In order to measure this outcome, students, working as a team, will have to produce a laboratory report as part of their assessment which involves conducting simulation, modelling and evaluation of real-world problems. The interrelations of these activities are mapped accordingly, and more details are given in the table below.

Intended Learning Outcomes (LO)

Assessment

Teaching & Learning Activity

Apply theory and knowledge of Air Traffic Management (ATM) to develop solutions for practical ATM problems

Laboratory Report (20%)
During the laboratory session, you will conduct simulation, modelling and evaluation of a real-world problem and/or of various concepts that you have learned during the lecture. This is a team-based activity where a team of two/three students carries out laboratory work and document their findings. This report is a part of the formative assessment for the course.

Computer-Based Simulations
This will allow you to develop realistic solutions to complex problems and will facilitate creative problem-solving.

Group Work
This will provide the opportunity for you to learn from one another and to become active participants in the learning. With group-based work, students will develop skills valued by employers (such as problem-solving, negotiation, conflict resolution, leadership, critical thinking and time management).

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A guiding principle of course design Constructive alignment is an underlying principle behind quality course design in Outcomes-based Teaching and Learning (OBTL). This idea was conceptualised by John Biggs (1996) based on earlier work by Ralph Tyler (1949) and Thomas Shuell (1986). It suggests that course design should start by defining the learning outcomes.

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These FREE editable end of the year checklists are perfect for closing out your school year in an organ… | How to memorize things, Classroom organization, Checklist

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May 5, 2018 - 58 Likes, 0 Comments - Just Reed Blog (@justashleyreed) on Instagram: “This ❤️EDITABLE❤️ end of the year checklist is headed to my newsletter subscribers this weekend! Be…”

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A comprehensive learning plan for the olden golden "Hamburger" model. This lesson is designed to visually scaffold paragraph writing in order to develop students ability to write cohesively. The lesson can be used several times throughout the year in order to remind students of what constitutes a quality paragraph. The lesson is aligned to the Australian Curriculum years 3-6. The hamburger PowerPoint is designed to help students visualise elements of a paragraph. A self-assessment rubric helps students to look at their work critically and make changes, thus encouraging metacognition.

Literacy: Creating Texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for wide range of audiences. Demonstrate control over text structures, language features. (Y3: ACELY1892)(Y4: ACELY1694)(Y5: ACELY1704)(Y6: ACELY1712)

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (Y3: ACELY1683)(Y4: ACELY1691)(Y5: ACELY1705)(Y6: ACELY1715)

Language: Text structure and organisation

Provide ongoing, informal feedback to students as they work.

Teacher provides individuals with written feedback after phase one of the lesson.

Self-Assessment: Students use checklist to analyse the attributes of their paragraph.

If you like this lesson plan, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below.

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The Good Hamburger - A Writing Lesson on Creating Paragraphs - Australian Curriculum Lessons

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Lesson Plan Summary: A comprehensive learning plan for the olden golden "Hamburger" model. This lesson is designed to visually scaffold paragraph writing in order to develop students ability to write cohesively. The lesson can be used several times throughout the year in order to remind students of what constitutes a quality paragraph.

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10 Things Croatia Does Better Than Anywhere Else

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Austin's Butterfly: Models, Critique, and Descriptive Feedback

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What makes a good teacher great? | Azul Terronez | TEDxSantoDomingo

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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10 Ways to Quickly Check for Understanding: Formative Assessment

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With school starting back for many teachers, lesson plans is at the top of the to-do list, and planning creative and effective lesson plans is a high priority. One important component to any lesson is checking for students' understanding. A quick and simple formative assessment can be beneficial not only to the students, but to the teacher as well because this quick assessment can help the teacher know what the students understand and what they don't. Here are 10 of my favorite ways to quickly check for understanding that will work for almost any lesson.

Thumbs up/Thumbs down. Use this strategy by simply asking questions. If the students agree or think the answer is correct, they give a thumbs up. If they disagree or think the answer is incorrect, they give a thumbs down.

Individual White Boards. Students can write a simple answer on the white board and turn it around. This is a great way to quickly see who understands the concept and who does not. This is great for math or for any short answers that can be quickly seen by the teacher.

Quick Write- This is a timed writing response. Give students a prompt related to the lesson and a minute or two to write a response. The teacher can take up and read to quickly determine if further instruction is necessary.

5 Words- Students use 5 words to describe the topic of the lesson and explain and justify their word choices.

Top 10 List or Top 10 Takeaways. Students simply list their top 10 ideas that they feel were the most important key points to the lesson. This one is great for the end of of longer unit of study.

Opinion Chart- Have each student to draw a T chart on his/her paper. At the top on the left write Opinion. At the top on the right, write Evidence. Students complete the chart by writing an opinion about the topic they have just learned, then on the right, justify their answer with evidence from the lesson.

Yes/No cards. Simply use index cards and write (or have students to write) Yes on one side and No on the other side in large letters. Ask review questions about the lesson that require only a yes or no answer, and instruct students to hold up the correct answer. This is a quick and easy way to assess students understanding.

Physical Response. This can be a fun way to end a lesson, and students love this! Ask students to do something such as raise both hands or stand up if the answer is_______. For example, if you are studying parts of speech, call out a word and tell students to raise both hands if it is a noun or turn around if it is a verb. This could be done with True and False answers. Call out a question and instruct students to hop one time if the answer is true and turn around if it is false. There are many possibilities to this fun activity.

Show Me the Card Activity. This is a fun activity similar to the Yes/No cards that can be found FREE in my store. If you are studying there, their, and they're, download this freebie. Call out a sentence (provided in the freebie) and instruct students to hold up the card with the correct spelling. Quickly assess who knows and understands the meanings and spellings of each of these words. This is another activity that students love. Just click the link in the pictures below to get your free set.

Exit Slips- Exit slips are a great way to quickly assess students' understanding of a concept. An exit slip is a wonderful tool to use in your classroom at the end of a lesson to help you quickly assess students' understanding of a concept and plan the next steps accordingly. This fun set of exit slips that are found in my store, can be used with almost any subject. Your students will love the variety of these eye-catching exit slips, and you will love the simplicity of having a closure activity for your lessons that will help you assess the progress of your students. To purchase, click the link in the picture below.

No matter which method you use for a quick check for understanding, adding these simple formative assessments to your lessons will help you know what your students are actually learning.

Thanks for stopping by!

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10 Ways to Quickly Check for Understanding: Formative Assessment

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With school starting back for many teachers, lesson plans is at the top of the to-do list, and planning creative and effective lesson plans is a high priority. One important component to any lesson is checking for students' understanding.