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A rubric is so the student knows what the expectations are
for whatever is being assessed, so it's an assessment tool.
TEACHER: Take out your revising and editing checklists,
and on the back we also have the rubric.
JUDI ALLEN: When we assess them,
we want to give them the rubric up front.
How can I explain my opinion about a text?
ALLEN: So they know where this is heading
and what they're going to be held responsible for,
and that's the transparency for both the teachers and students,
so they always have standards
against which they can measure themselves.
"Am I doing this the right way?"
We don't wait until the end.
Clarity about the performances that our learning enables
brings focus and clarity and hopefully motivation to students
to know why we're learning what we're learning
and how it prepares us for meaningful application.
ALLEN: What do you think the central message is?
What was the big, main idea?
It lends itself to a student-centered model
where the student really needs to think about
what they want to learn and how they want to get there.
They'll know the directions,
but they'll also know how they're being assessed.
If it's listening and speaking,
if there's a presentation portion,
what are the things teachers are looking for them to do?
They'll know that up front.
If there's a writing expectation,
what does that look like?
How do we measure creativity?
The language will be in there
and it'll all be laid out for them in advance,
so as students are moving along to create their project
or to apply their understanding and knowledge,
they get to look at the criteria
that they'll be judged on up front.
Have you developed a criteria/rubric for this yet?
No.
So here's a suggestion: go back to stage one
and look at your understandings and central questions.
It may even be knowledge and skills.
So you can essentially extract from what you have in stage one
criteria and elements for your rubric.
This process works best because it provides the coherence
that's necessary for curriculum.
The end result is that
students are going to be able to do something,
they know something, they can put it into practice.
McTIGHE: Self-directed learners are able to self-assess,
monitor their process, set goals and solicit and use feedback.
It does take awhile and you do need professional development,
but it's a very transparent process
and students get to drive it.
The illustrations helped me understand
the feelings of Muffet.
TEACHER: The illustrations helped you understand
the feelings of Muffet.
What kind of feelings was she having?