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Self Assessment
Self Assessment
To what extent do you:
design rubrics with the student experience in mind first vs thinking first about the content?
empower students to goal-set with rubrics?
strike of balance between individual and group criteria in your rubrics?
co-create ALU rubrics with students?
leave a row(s) and/or the Expert column open for students to develop criteria to share with you?
include hyperlinks in your rubrics to support students in accessing content and resources?
use nesting in your rubrics to refer to other rubrics that represent some common standard, e.g. informational writing?
Making Expectations Clear Through Rubrics
Read Students Taking Charge in Grades K–5: pgs. 47–60 to learn about the task-rubric partnership and the criteria that shape an analytic rubric:
Read pages 66–70 in Reinventing the Classroom Experience to learn about the importance of analytic rubrics.
Taking a Closer Look at a PBL Rubric — Utilize this document to closely analyze one of the ALU rubrics found on MyQPortal.
Read Students Taking Charge in Grades K–5: pgs. 63–75 to walk you through the process of creating the rubric for your unit.
Use the tool below to guide you as you create an analytic rubric for your ALU for your students:
Creating an Analytic Rubric Step-by-Step for Grades 2 and Up
View this Insights Video about the rubric as your voice.
Moving Students Toward the Expert Column — Read this document, which provides tips on how to create the criteria for the Expert column of the rubric. Utilize the tips to create/revise your own rubric.
PBL Peer-Editing Checklist — Connect with one of your colleagues in a different home group to provide you with feedback using the second page of this checklist.
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