Response to Rubrics
Thank you to the recent blogs on rubrics. Initially, they can be difficult and many times the teacher will find it an exercise in word-smithing. Together with colleagues and students, the task of developing and refining rubrics does become easier. The dialogue that goes on will really help to clarify expectations and make them "friendly" to students.
Developmental continuums are wonderful tools and there has been great work done around them. One of the differences that I see is that at times, the descriptors in continuums may be what students exhibit at that stage. For example, when students are learning to write, "inventive spelling" may be part of the development continuum or "letters are strung together with no spacing". These provide descriptions of where that student is in relation to their development in writing. In rubrics, the language is more of quality. For example, a descriptor of quality on the trait of organization may read "The organization enhances and showcases the central idea or
storyline. The order, structure or presentation of information is
compelling and moves the reader through the text. " (Six Trait Rubric)
Other perspectives? Would love to hear other ideas.
Posted by Monica Mann at 2/3/2010 2:38 PM 
Categories: FG
Tags: Continuums Rubrics Assessment for Learning
Categories: FG
Tags: Continuums Rubrics Assessment for Learning
I have read with interest Lisa's commentary regarding continua and rubrics and concur with her differentiation between the two.
At the moment I am facilitating the development of a developmental writing process continuum with a group of early years educators. One of the challenges has been focusing on the writer (Routman, Harwayne, Calkins...) as opposed to the piece of writing... and the over emphasis on conventions and spelling. We reviewed Kathryn Au's recent article in Reading Today, and her reference to "I can..."(even when constructing rubrics), using quality literature to connect to guide us in writing great ideas like our favourite authors do, etc. reminded us of how important each developing writer is in our classrooms. We were able to re-focus on the writer at developmental milestones rather than a piece of writing, which inevitably will be one of the outcomes of our project.
Are there any other thoughts as to using developmental continua for assessment for learning?
Joan
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