Just wanted to share this great idea for rubrics and feedback from Jennifer Gonzalez.
Instead of a rubric that describes each level, simply write the section that is “proficient.” On the left side, provide feedback for what is needed, and on the right side share feedback of what exceeded the standards. This explicit feedback provides more guidance than a rubric filled with words the student may not even read.
I have been writing feedback on student work using the “I see / I suggest” format. This is simple and quick and allows the student to revise.
However, I like the idea of having the standard in the middle to be more specific for both student and myself, with the comments about “I see/ I suggest” on the sides [see above image]. This makes so much sense, doesn’t it? Often the student does excel in some places, meets the standard in others, and could use improvement in other areas of their work.This open rubric allows for precise and clear feedback on successes and concerns in student work. With these as a model, students can begin self-evaluating their own work as well. Jennifer’s rubric is a model for metacognitive reflection that students can learn from the feedback that is modeled, and it is a focus for learning from the feedback provided.
I developed the rubric below for my classroom based on Jennifer’s ideas:
Be sure to read the post by Jennifer Gonzalez for more information. I love this idea.
P.S. This comment is a part of the #C4C15 project. Find out more here: http://bit.ly/C4C15
WC: 205
Please join the 140WC challenge — see sidebar.
[…] as I work on the type of grading that takes time — not really grading, because it’s written feedback so students know what is done well and what needs improvement. I can personalize the feedback so […]
[…] Teaching is all about learning, and discovering what works to inspire learning is a thoughtful, reflective process. What works? What doesn’t? Will it work next time? Will this lesson work for each learner? Blogging helps teachers consider the how and what and why of their craft to improve for the next day and the next learner. Blogging — writing — helps us think through our process as it affects our learners. Blogging about teaching and learning allows me to critically think about my plans, processes, lessons, successes, and failures to improve my craft to improve the learning in my classroom. Example: Considering Feedback […]
[…] For an example of how that works in the classroom see “Idea for Rubrics.” […]
[…] Rubrics can be created for anything, but are best created together with students, with a focus on what is proficient, rather than filling in the whole rubric with qualifiers. Just know what is proficient, to strive for, to exceed. Those criteria will change over the year as students’ starting points change and they nudge forward in their expertise. […]
[…] Idea for Rubrics […]