\neffectively.<\/td>\n
\nstray from ‘safe’ structures.<\/td>\n
\nMeaning is lost or obscured.<\/td>\n
So, without further ado…<\/p>\n
\nWhat kind of feedback do I give students about their performance?<\/b><\/u>
\nI have to admit that a large part of my feedback is negative, pointing out grammatical errors and the like. I do try to include positive comments, but it\u2019s something I have to remind myself to do. I think the skewed negative\/positive feedback ratio is perhaps not my exclusive domain, though; we are all eagle-eyed at finding areas for improvement, but we often forget to say things like \u201chey, great sentence structure here \u2013 well done!\u201d I hereby resolve to give more positive feedback!
\nWhat do they learn from the feedback I give?<\/u><\/b>
\nI encourage my students to look upon the feedback as a learning tool. After the first essay comes back to them, I ask them to review my comments and try to identify what I call their personal \u201cBig 3\u201d \u2013 the three errors they commit most often. Part of their revised checklist then becomes personally relevant: \u2022 Did I review my work for my Big 3?
\nWhat else would students learn if they know ahead of time the criteria for each major assignment?<\/u><\/b>
\nAs Knight points out, scaffolding includes a \u201cclear statement\u201d of the learning objectives and \u201ccontinued reminders\u201d of those objectives. A detailed summary and explanation of the criteria \u2013 as a rubric or any other teaching tool \u2013 should help students first to see what the teacher is expecting from them, but perhaps more importantly, to see on which elements of the course material\/texts\/discussions\/objectives the teacher places more or less importance. For instance, if my criteria clearly emphasizes the ability to summarize an argument, by placing 95% of the mark on that aspect, and deemphasizes MLA documentation by placing 5% of the mark on MLA form, students should be able to see that they should focus almost exclusively on their summary and not spend their time worrying about whether or not to underline their references. (Obviously, this is an exaggerated example purely for the purposes of illustration ![](\"http:\/\/www.golding.ca\/maggie\/images\/smiley.gif\")
)
\nBeing aware of the criteria ahead of time should also inspire in students the desire to self-assess \u2013 in other words, if I know that part of the journal criteria is to have a \u201cvoice,\u201d I\u2019ll reread my entries with that criterion in mind, whether or not I have the same understanding of \u201cvoice\u201d as my classmates or even my instructor. A checklist of criteria gives students motivation to reread and reconsider, actions that one hopes will become so habitual that eventually a rubric will no longer even be necessary.
\nHow would my teaching change if I used rubrics with my students?<\/b><\/u>
\nIn preparing to create a rubric for my 101 final essay assignment, I used the MEQ objectives and standards to extract the criteria, from which I can create the rubric. I was surprised to discover that in the very short MEQ paragraph were hidden at least nine criteria \u2013 everything from essay structure to the ability to use reference material. Imagine my shock when I realized that with these criteria, I can reverse-engineer my entire course!
\nI think that using rubrics will help me plan and teach from beginning to end (I\u2019m running the risk of sounding like a zealous convert here, I know). The better I understand and apply the criteria, the more solid the course as a whole. I know what a good essay is, but creating a rubric that clearly defines the criteria of a good essay will help me teach my students, step-by-step, criterion-by-criterion. I can use a rubric and model essays to demonstrate how the criteria are evaluated. I can choose resources based on how they can be used to teach specific criteria. I can use rubric-based peer review to help students direct their own learning.
\nHaving said all of this, I hasten to add that I don\u2019t think I have made a total mess of all my teaching to date ; I have, in fact, incorporated rudimentary rubrics, based on course objectives and MEQ assessment forms such as the Exit Exam mark sheet, into my marking. I have also added about a page to every outline, detailing exactly what each barely-defined objective means to me. What I want to do now is to refine that page and use it as a course rubric, so students can track their own progress and so we can, as a class, track our overall progress. I\u2019ll also make sure that assignment criteria are more specifically defined by distributing my marking rubrics before the due date, and not just as a cover on the returned assignments.
\nWhat to you think about having students review former students\u2019 work and identify standards of their own?<\/u><\/b>
\nLove it! I plan to incorporate this strategy \u2013 I think it helps students in many ways. First of all, it gives them a sense of control and input. Secondly, it helps them identify personal and universal goals, strengths and weaknesses. Finally, it helps them see how to implement the learning objectives in their work.
\nWhat to you think about using rubrics as the basis for conversations with students?<\/b><\/u>
\n\u2018Conversations\u2019 is a rather broad term. In any case, I think using rubrics in most student-teacher interaction could be useful, assuming that neither party is hiding behind the rubric rather than addressing actual problems. I believe that one of the most valuable things about using rubrics is the transparency \u2013 students can see exactly what to aim for, and can see exactly where they have made or lost points. As such, using the rubric as a reference \u2013 \u201cI deducted 5% here because, as indicated in the rubric, 5% of the mark depends on the cover page and there isn\u2019t one\u201d \u2013 can be a useful strategy, and serve to remind students of the importance of observing criteria. But I also think that the student and teacher have to agree to put the rubric aside occasionally, and engage in whatever further discussion is needed to help the student.
\nWhat to you think about having students review each other\u2019s work using rubrics?<\/u><\/b>
\nI am a firm believer in peer assessment, not least because I think that teaching is a great way to learn. Having students review and respond to each others\u2019 work allows them to see the assignment from the teacher\u2019s perspective, and gradually instills in them (I hope) an automatic \u201chow will the teacher see this\u201d reaction when it comes time to write their next assignment \u2013 in other classes, too. Rubric-based peer review, I would assume, also gives students an opportunity to clear up any personal misconceptions about the criteria with each other, rather than finding out \u201cthe hard way\u201d that they have misinterpreted a criterion. Also, using a rubric for peer work should help peer discussions go beyond the \u201cthis is pretty good\u201d stage and allow the students to genuinely help each other, particularly if a peer assessment relationship develops and they can track each others\u2019 progress in problem areas.
\nWhat to you think about sharing or developing rubrics with colleagues?<\/u><\/b>
\nActually, I love sharing rubrics and other assessment tools with my colleagues. I am fortunate in that my office mate is seriously into pedagogy and she and I spend a lot of time discussing exactly this sort of thing. We have exchanged rubrics and other ideas, and have developed a \u201cI must share this with Maggie\/Maria immediately\u201d attitude to new inspirations.
\nWhat to you think about using rubrics to reveal my standards to off-campus audiences?<\/b><\/u>
\nI have never been asked to do this \u2013 although my marking sheets are available to my students and therefore anyone with whom they choose to share. I hope my students do show these sheets to people \u2013 parents, other teachers, peers \u2013 if they have any questions or concerns about how I assign grades or what criteria I\u2019m looking for. I would certainly be happy to share my rubric(s) with as large an audience as necessary. I have nothing to hide, and only hope that transparency benefits all involved.<\/p>\n","protected":false},"excerpt":{"rendered":"
My second journal entry for the Assessment as Learning course is comprised of questions upon which we were asked to reflect and my responses. The questions are about feedback and rubrics. For the unintiated, a rubric is essentially a grid that indicates what the specific criteria are for a given assignment, cross-referenced with a description … <\/p>\n