The role of rubrics in teaching is not up for debate. Complex tasks need to be analyzed by categories and clear criteria. However, I have found that they sometimes become little more than checklist of instructions on how to complete a task rather than tools for understanding, reflection, and assessment.
My solution is to use blank rubrics. You might think that a blank rubric isn’t a rubric at all, and you would be correct if the purpose of the rubric were only to evaluate a learning artifact. If the rubric itself is a learning tool, then a blank rubric is a rich opportunity for discussion and critical evaluation.
Summative assessment tasks, in particular, benefit from this type of rubric. The categories have been in focus throughout the unit, and have usually been assessed in a more prescribed manner in a previous task. As a summative assessment task should be an opportunity for students to exercise choice and creativity in how they present their understanding, it would be impractical to create specific criteria that could apply to any artifact.
Assessment as learning
Students work in groups to experience a peer’s presentation of their learning and discuss the success of the artifact according to each category. They agree on a score and write in the appropriate boxes the specific elements that support their evaluation.
The assessments are completed in groups of three or four, so every presenter receives at least six separate rubrics which have been completed in this manner. The results are always honest and accurate, especially when averaged and analyzed in detail.
When assessments seem mistaken or vary notably from the norm, a problem that often occurs when a group hasn’t focused or applied enough thought to their findings, a teachable moment to review the categories and criteria arises.
I have observed that students enhance their conceptual understandings of a unit immensely through this process of peer assessment with creative negotiated rubrics.
One of the best ways I’ve found for infusing inquiry into my approach to teaching mathematics is to introduce new topics and concepts with a challenge. Recently, we explored Division by asking volunteers to share on the whiteboard techniques for visually modelling the division expression 21÷3.
Taking the time to do this has many benefits, including:
providing an opportunity to build confidence through peer to peer teaching
introducing, highlighting, and discussing a variety of accessible strategies
developing mental models which can be referred to as learning continues
initially assess general understanding of the concept in a zero pressure setting
review learning that may need to be refreshed before engaging more deeply.
As a formative assessment task within a unit focused on advertising, my class recently completed a learning engagement which integrated persuasive writing, public speaking, peer assessment, and data gathering, organization, and analysis.
The first step was for students to apply what they had learned around the central idea, ‘People create and manipulate messages to target and persuade specific audiences.’, by presenting their own persuasive speeches.
I believe that the authenticity and social elements designed into the activity led to every student being extremely motivated to learn the concept and application of average.
A further step that I considered including but decided against would be to teach the students how to use Excel or other spreadsheet software to organize and analyze their data. However, it didn’t seem appropriate at the time and I would prefer that the students experience this process in the old fashioned analog manner before introducing digital tools.