![]() ![]() If you have a digital document as a rubric, copy/paste it onto their work or on the grading screen, or attach it to their submission in the grading area. ![]() A pencil allows you to make adjustments as you grade the class. If you have a paper document that you are using as a rubric, print out a rubric for each student, and then use a pencil to check off the matrix cells that best describe the student’s performance and write comments. As you grade each submission you will see options for assigning points and leaving comments. If you have a digital rubric on the course website or another grading tool, then you will fill out the rubric options when you create the assignment submission. Return the rubric to the student with their graded work so they can see the rationale behind the grade they received. Consider allowing the students to fill out the rubric themselves as a cover letter to their assignment submission. Tell them to use it as a reference for where to focus their efforts. Then give it to the students with the instructions. Try to create the rubric as you write or modify the assignment instructions. Also make all minimum requirements very clear, like sources/references, page/word limits, or time limits for presentations, and formatting. The scale can be in the descriptions or somewhere else on the document - as long as the students can see the relative weights or acceptable performance levels for the criteria so they know where to focus their energies.įor creative projects it is important you provide enough structure to allow you to evaluate work fairly, while encouraging students to express themselves. Many rubrics look more like a checklist, with each criterion listed with its descriptions of proficiency in paragraph form or as bullet points. Most rubrics are organized into a matrix, with the thinking skills and requirements listed in the left column, descriptions of those criteria in the other columns, and a grading scale that applies a certain number of points to each criterion either in the top row or as its own column. Holistic: 3-5 levels of performance, along with a broad definition of the characteristics that define each level. Single Point: Describes acceptable proficiency in each criteria only (no gradations of proficiency) and leaves space for comments. Here are some example rubric frameworks:Ĭhecklist: List of expectations that are either met or not met, with an area for overall comments.Īnalytic Matrix: (see simplified example in video above as well) Includes multiple performance criteria, rating scales, and description and/or examples of indicators for each rating. All rubrics should leave space for instructor comments. They submit the cover letter with their work, which gives you a better idea of what to give feedback on and what the real gaps in learning might be for your class.Ĭhoose a grading framework that aligns with the complexity of the assignment and the level of detailed feedback students need about their work. It helps students turn in better work - which is always faster to grade!įor summative assessments, consider having students write a few sentences as a cover letter to their work describing what the strengths and weaknesses of their work are from their own perspective. Have students assess their own work using some given criteria (see rubrics below) before they submit it so they can identify any gaps in their learning or disciplinary thinking.Īllow student self-correction or peer-correction on short writing samples, quizzes and exams by making it a classroom or homework activity.Ĭonsider using online peer reviewing tools, like Eli Review, for students to provide peer feedback on each other’s work before students submit their work to you. They also need to learn how to critique their own work and that of their peers’ in appropriate ways. ![]() Teaching students how to learn and work in your discipline means teaching them to set learning goals, measure their progress, and figure out where to put their efforts for continuous improvement. ![]()
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