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I love rubrics when I have the right one. What I struggle with at times is making sure that the rubric really matches what I am looking for. It is easy to create a rubric for an assignment that makes the assignment easy to grade. It is much harder to to create a rubric that

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In response to "something to think about..."

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In response to "something to think about..."

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Working at Sanborn last year on our rubrics, a 4 was "exemplary". I had a lot of students who used to be "A" students who had a really hard time believing that they were not an "E". It was difficult to explain to parents as well why their always A student is suddenly not the "top level".

--Kim Vargo

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"Because students know what is expected of them, rubrics can lower students' anxiety, increase their self-efficacy, and support the planning and self-monitoring necessary for student regulation"(p. 41). Students of all abilities have performance anxiety in school where they feel they do not know what is expected.   Taking a test or completing a project without knowing ahead of time what is expected creates panic at times.   Rubrics are given ahead of time not only reducing anxiety of what is to come, but helping students to plan ahead, ask questions and make timely changes to their work.  A healthy balance.
-Sarah

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After reading how feedback for students through rubrics would be beneficial....I worry about teachers evaluating and giving consistent feedback to our students using the same rubrics. Our 21st century rubrics that we currently using, is what I have in back of my mind as I go through this course!
Chasse

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Something I struggle with consistently is having a strong target and rubric for students, while also balancing data for goal setting, etc.

The struggle (especially at the high school level) is that a lot of the goals become observational and difficult to assess objectively. Students will demonstrate pieces, but struggle with others and it makes goals difficult to assess. For a QPFA, I imagine those upper level goals are similar in their difficulties to assess.

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On pg. 47 "Performance level descriptions should cover the whole range of potential performance, not just the range of performance you expect for the students in your class." This struck me as an important consideration. Working individually with students my thought process and vision can become focused on what I "expect" vs. the range of possible performances.

Jill Vinciguerra

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I've been thinking about what you are saying about rubrics and skills. I've had to create rubrics to work on executive function skills or with students with Aspergers

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Rubrics do not take outside influences into account e.g. English as a first language or issues at home.
I have also seen that they can limit critical thinking in students as they limit themselves to the rubric. Equally, rubrics can help students understand the goal of the assignment and helps to support their efforts. I have seen students start to feel a sense of empowerment as they start to make judgments about the quality of their work.

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Some of the questionable rubric categories or criteria

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Some of the questionable rubric categories or criteria

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According to the text following directions should not be a criteria. I contend that at times is is crucial and should be a skill explicitly taught and assessed.

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p. 51
How did he end up with a D? The problem is in the rubric. It pays attention to task completion, not learning.  The damage is potentially more far-reaching that simply providing an inaccurate grade for one assignment.

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@ Jaclyn - I wonder if using a combination of a checklist and rubric would benefit some of our students?

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@ Jaclyn - I wonder if using a combination of a checklist and rubric would benefit some of our students?

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- Jill Vinciguerra

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The statement from p. 47 explains how we should not "describe work in the top category (5 or 4 or "Advanced" or A, or whatever its label) that is really the expectations..." I need to remind myself to let students go above and beyond my assignment expectations, making the top category a reach.

Anne

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On page 58-59, Brookhart discusses the use of rating/frequency scales for certain learning behaviors.This reminds me of our 21st century standards, which currently exist on quite a complex analytical/evaluative rubric. This part of the text made me think that with a simplified rating scale style rubric (see page 59), perhaps the scoring of these learning skills would be clearer for students and teachers. Brookhart makes her point that evaluative rubrics are not as helpful in describing behavior when you want students to know how to improve.

Jackie P

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With special ed. requiring so much data and objective information (especially in IEPS), I think it is sometimes hard for people to accept rubrics that are more descriptive and do not include as much objective language.  There can be pushback from many different sources (admin., parents, staff, etc.).
~ Jaclyn Nutter

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Rubrics are great for feedback and student reflection... especially analytic rubrics!
~ Jaclyn Nutter

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As I was reading about rubrics and how to create appropriate ones that describe the quality of the skill/performance, I came across a statement from the author about more advantages of rubrics.  The text explained that rubrics can lower students' anxiety, increase their self-efficacy, and support the planning and self-monitoring necessary for student self-regulation.  This all makes sense but interesting to learn about other advantages to rubrics.
~Jaclyn Nutter

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p. 47 "sometimes teachers have a tendency to describe work in the top category (5 or 4, or "advanced") that is really at expectations, leaving "nowhere else to go" for students whose performances  exceed that."

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Writing Rubric for Personal Narratives/Stories

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Use this simple writing rubric to help your students learn the difference between a 1, 2, 3, and 4 in the areas of capitalization, punctuation, spelling, handwriting, and parts of a story. The comparison to a cheeseburger is fun and helps students understand the scores in each area.