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What I learned was that rubrics are a driving factor in haveing a successful PBL. I also learned that the rubric must be guided along with me and the students. The rubric is a tool that must always be referred to on a daily basis so students understand the tasks and components in which they are being assessed.
What I wonder about rubrics-is how can I motivate students to aspire to reach the top level of the rubric-when some students just choose to complete "just enough" to pass. I do use use rubrics often-some of my rubrics have been so detailed in the past-that an added benefit is that students can use the rubrics as a tool for organization or a "checklist".
Hi Kathy,
Rising to expectations can be challenging with some students. Sounds like you do a lot of work in shaping rubrics to help students understand quality and self-reflect on their work quality. I found that interviewing the students who do minimal work opens deeper issues. For example, they don't believe that they can attain the expectations. It's safer to go for what appears manageable. This is usually based on previous years of experience in the subject area. Another reason can be disengagement. They don't see the contextual value related to their everyday life.
In both cases, mediation of thinking needs to take place, and it will take time to achieve. The first may be more challenging in that students need trust built into the teacher to believe that they can achieve in-spite of what years of failure has indicated. The second issue is more easily addressed through the structure of PBL to make learning meaningful, and pressure by teammates to carry one's load.
Have you considered having the students develop what "Meets Expectations" looks like in each of the rubric categories? Students can be much harder on themselves. They would have ownership of the rubric.
I agree with many of your comments. Almost for every assignment, I provide an opportunity for students to redo an assignment for additional credit (only after reteaching/tutorial/mediation from me or other staff member). Because of the many different disabilites in my classroom-often-"meet expectations" can be a judgement call.
•What I was most concerned about....
making enough of a difference between proficient, approaching, and not proficient to be able to grade the assessment fairly. I struggle with the word "proficient"--and a perfect score. Do I award full credit to a student who has only provided accurate facts 90% of the time? I also struggle with a way to grade "neatness". I did not put it on my rubric because it is so subjective. How do I grade a student on whether I think they were careful in the details of their presentation?
Rubrics and what I am most concerned about...as with all grading, the rubric isn't the be all and end all of determining proficiency. I hate to re-create the wheel, but I know I must accomodate learners as necessary. I often tweak rubrics I find to meet the needs of the students in my room. RCampus is a great resource for doing this. I love involving students in the rubric creation process and feel like I have communicated an understanding of high standards when they identify skills/atributes/criteria I was want to assess. This leads to my other concern... how do I motivate all learners to aspire to this high level of achievement???
What I learned... Rubrics are both the starting point and the destination for a project. Students need to understand expectations and instructions from the beginning. In the end, it should be clear whether or not these expectations have been met. I like the idea of involving students in the process of creating the rubric. I can imagine, though, which students would actively participate in this process and which would sit back. This, like all other activities in the classroom, demonstrates the challenge of engaging all students in the quest for the highest level of the rubric. Kathy's comments about "meeting expectations" is an interesting one to consider. How much of what we assess on rubrics is subjective? I try to include data driven criteria, like "6 of 8 items from checklist included in the project." But really some of the items are difficult to assess objectively. It's interesting to consider.
What I learned is that rubrics are needed for each summative assessment, but not necessarily for the formative assesments. I think what I'm still working on is making sure that all points in the rubric point back to the standard and not to the abitrary extras that I want students to do, but that really aren't essential to their learning outcomes. That is really my iggest concern. When someone looks at my rubric, do they see learning outcomes aligned to standards, or do they see a teacher's pet project? I wonder how to reconcile the quest for moving students to proficient with having a complete rubric that spells out my expectations, yet doesn't let them know what they could do to "earn a one".
What I learned is that rubrics are specific to the task and the learners to fairly evaluate the project that they collaborated on. Each student can be evaluated individually based on a rubric. The outcome of the final product can be heavily linked to cooperation and collaboration of the group and each individual can be evaluated on how they contribute to and work in the group.
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Comments (13)
Jason Canfield said
at 10:34 am on Jul 2, 2010
What I learned was that rubrics are a driving factor in haveing a successful PBL. I also learned that the rubric must be guided along with me and the students. The rubric is a tool that must always be referred to on a daily basis so students understand the tasks and components in which they are being assessed.
John McCarthy said
at 2:27 pm on Jul 19, 2010
Nice point. Rubrics referred to often supports student understanding of developing concepts.
angelabriscoe@... said
at 2:19 pm on Jul 11, 2010
What I learned is Rubrics let students know exactly what is expected of them.
John McCarthy said
at 2:27 pm on Jul 19, 2010
Well stated.
Kathy Mihelick said
at 2:04 pm on Jul 21, 2010
What I wonder about rubrics-is how can I motivate students to aspire to reach the top level of the rubric-when some students just choose to complete "just enough" to pass. I do use use rubrics often-some of my rubrics have been so detailed in the past-that an added benefit is that students can use the rubrics as a tool for organization or a "checklist".
John McCarthy said
at 10:17 am on Jul 22, 2010
Hi Kathy,
Rising to expectations can be challenging with some students. Sounds like you do a lot of work in shaping rubrics to help students understand quality and self-reflect on their work quality. I found that interviewing the students who do minimal work opens deeper issues. For example, they don't believe that they can attain the expectations. It's safer to go for what appears manageable. This is usually based on previous years of experience in the subject area. Another reason can be disengagement. They don't see the contextual value related to their everyday life.
In both cases, mediation of thinking needs to take place, and it will take time to achieve. The first may be more challenging in that students need trust built into the teacher to believe that they can achieve in-spite of what years of failure has indicated. The second issue is more easily addressed through the structure of PBL to make learning meaningful, and pressure by teammates to carry one's load.
Have you considered having the students develop what "Meets Expectations" looks like in each of the rubric categories? Students can be much harder on themselves. They would have ownership of the rubric.
Kathy Mihelick said
at 12:52 pm on Jul 22, 2010
I agree with many of your comments. Almost for every assignment, I provide an opportunity for students to redo an assignment for additional credit (only after reteaching/tutorial/mediation from me or other staff member). Because of the many different disabilites in my classroom-often-"meet expectations" can be a judgement call.
morrism@... said
at 1:26 pm on Aug 19, 2010
Here is a link to my rubric: http://www.rcampus.com/rubricshowc.cfm?code=N442WW&sp=yes
I learned to detail exactly what I want them to achieve. However, I like Kathy wonder, "How do I get them to strive for excellence?"
camorton2000@... said
at 9:39 am on Aug 20, 2010
•What I was most concerned about....
making enough of a difference between proficient, approaching, and not proficient to be able to grade the assessment fairly. I struggle with the word "proficient"--and a perfect score. Do I award full credit to a student who has only provided accurate facts 90% of the time? I also struggle with a way to grade "neatness". I did not put it on my rubric because it is so subjective. How do I grade a student on whether I think they were careful in the details of their presentation?
swordsk@... said
at 9:43 pm on Aug 23, 2010
Rubrics and what I am most concerned about...as with all grading, the rubric isn't the be all and end all of determining proficiency. I hate to re-create the wheel, but I know I must accomodate learners as necessary. I often tweak rubrics I find to meet the needs of the students in my room. RCampus is a great resource for doing this. I love involving students in the rubric creation process and feel like I have communicated an understanding of high standards when they identify skills/atributes/criteria I was want to assess. This leads to my other concern... how do I motivate all learners to aspire to this high level of achievement???
elaine Zold said
at 9:53 pm on Aug 23, 2010
What I learned... Rubrics are both the starting point and the destination for a project. Students need to understand expectations and instructions from the beginning. In the end, it should be clear whether or not these expectations have been met. I like the idea of involving students in the process of creating the rubric. I can imagine, though, which students would actively participate in this process and which would sit back. This, like all other activities in the classroom, demonstrates the challenge of engaging all students in the quest for the highest level of the rubric. Kathy's comments about "meeting expectations" is an interesting one to consider. How much of what we assess on rubrics is subjective? I try to include data driven criteria, like "6 of 8 items from checklist included in the project." But really some of the items are difficult to assess objectively. It's interesting to consider.
Angie Buys said
at 9:03 pm on Sep 21, 2010
What I learned is that rubrics are needed for each summative assessment, but not necessarily for the formative assesments. I think what I'm still working on is making sure that all points in the rubric point back to the standard and not to the abitrary extras that I want students to do, but that really aren't essential to their learning outcomes. That is really my iggest concern. When someone looks at my rubric, do they see learning outcomes aligned to standards, or do they see a teacher's pet project? I wonder how to reconcile the quest for moving students to proficient with having a complete rubric that spells out my expectations, yet doesn't let them know what they could do to "earn a one".
jdesmet@... said
at 4:32 pm on Sep 22, 2010
What I learned is that rubrics are specific to the task and the learners to fairly evaluate the project that they collaborated on. Each student can be evaluated individually based on a rubric. The outcome of the final product can be heavily linked to cooperation and collaboration of the group and each individual can be evaluated on how they contribute to and work in the group.
You don't have permission to comment on this page.