Issue 82: Rubrics
Most professional educators are sophisticated when using rubrics for evaluation, but in the ‘Assessment FOR Learning’ context, things can sometimes go wrong. In this little video clip from the Facilitator’s Guide, I talk about some of the ways to think about using rubrics in your classroom assessment practice: FG Rubrics video
After you take a look at the clip, you may consider setting up some rubrics for yourself. Here are some questions to guide rubric development from *The Facilitator’s Guide to Classroom Assessment K–12* at http://www.annedavies.com/PDF/21B_rubric_guide.pdf. I hope you find them helpful.
____________________________________________________
“If you don't ask the right questions, you don't get the right answers. A question asked in the right way often points to its own answer.”
~ Edward Hodnett
For more info about THE FACILITATOR’S GUIDE TO CLASSROOM ASSESSMENT K–12, go to: http://connect2learning.com/store/the-facilitator-s-guide-to-classroom-assessment-k-12
After you take a look at the clip, you may consider setting up some rubrics for yourself. Here are some questions to guide rubric development from *The Facilitator’s Guide to Classroom Assessment K–12* at http://www.annedavies.com/PDF/21B_rubric_guide.pdf. I hope you find them helpful.
____________________________________________________
“If you don't ask the right questions, you don't get the right answers. A question asked in the right way often points to its own answer.”
~ Edward Hodnett
For more info about THE FACILITATOR’S GUIDE TO CLASSROOM ASSESSMENT K–12, go to: http://connect2learning.com/store/the-facilitator-s-guide-to-classroom-assessment-k-12
It is important that teachers look carefully at the rubrics they create to be sure they match what the learning outcomes are. Sometimes it is too easy to find a rubric that has already been created and use that only to find that it is not really what you wanted.
Reply to this
Thanks so much for the missing link. I struggle with rubrics, and far prefer using continua (developmental descriptors of what we see and hear learners doing along their learning journey)based on our learning outcomes. This, too, shows assessment for learning, as well as of learning.
I was pleased with your stance on rubrics,for the most part, if this is something that a division or learning community insists upon. Your emphasis on positive language, the same (developmental ?) criteria for assessment for and of learning (explains what quality looks and sounds like), the importance of descriptive feedback and BOB vs evaluative feedback/quantitative feedback, 4/9,...
Now, I wonder, why not show the "levels of quality" moving left to right as in a developmental continuum? Why even worry about the "levels" of quality for assessment for learning, but focus rather on the BOT and the learning journey?
I have learned that using continua creates a natural shift towards meaningful descriptive feedback, rich reflection and meta cognitive conversations, and, away from the way rubrics tend to hang on to traditional quantitative ideas about assessment around "levels".
Many rubrics which I encounter when working with teachers are no better today, than they were ten years ago. I hope that your video can reach as many educators as possible to begin a conversation about a better way for engaging in rich assessment for learning experiences. Using continua has certainly made a difference in many classrooms and learning communities.
Reply to this