Reviews: Rubric Example
Cathryn Wilkinson
RE: My Rubric
This rubric shows how a teacher can judge student work that is highly individual in a consistent manner. Your expectations for each area are very clear and should develop the student's confidence in being successful. Using the quantitative measures for the weighting of criteria and for the % of success is one reason why the expectations are so clear. There is no mystery at all about how you will judge the work!
I have not used formal rubrics before in evaluating student work and as I study yours, I have the impression that with such a detailed rubric, the teacher would not have to do quite as much extra explaining and prompting to prepare students for completing the assignment successfully. I can also see several tie-ins with The Bill of Rights for Assessment (Wiggins), for example providing room for instructor feedback.
Nathan Miller
RE: My Rubric
I read your explanation before I looked at your rubric, and I can say going into it I had a great idea of what to look for. As a student I would have no trouble understanding the assignment because of your very clear expectations. Well done.
Min Pan
RE: My Rubric
I appreciate your summary on rubrics. Well-done. It helped me recall what I learned from the videos and the PowerPoint of this unit!
You stated that “The rubric reduces the subjective judgments when evaluating students work.” What stands out to me in this statement is the word “reduces”. That’s right, rubrics help reduce subjectivity in our grading, but does not eliminate it. We should remember that and set student expectations accordingly through communicating this fact. Sure, when we create the rubric we will do our best to establish measurable criteria and performance levels clear and specific to students. But after all, we typically don’t need to use rubrics for assessments of straightforward objective nature such as true or false or multiple-choice questions. Rubrics are to help us to reduce subjectivity in evaluations when objectivity is harder to achieve.
Your rubrics is well thought out and clearly communicated. One thought I have is that the “Image” criterion can be just “Accessibility”. “Images” and the next criterion “Graphics” are the same thing, right? Because you are addressing accessibility issues with the “Image” criterion I feel naming that criterion “Accessibility” could be better.
Thank you for your good work, as always.
Min
RE: My Rubric
This rubric shows how a teacher can judge student work that is highly individual in a consistent manner. Your expectations for each area are very clear and should develop the student's confidence in being successful. Using the quantitative measures for the weighting of criteria and for the % of success is one reason why the expectations are so clear. There is no mystery at all about how you will judge the work!
I have not used formal rubrics before in evaluating student work and as I study yours, I have the impression that with such a detailed rubric, the teacher would not have to do quite as much extra explaining and prompting to prepare students for completing the assignment successfully. I can also see several tie-ins with The Bill of Rights for Assessment (Wiggins), for example providing room for instructor feedback.
Nathan Miller
RE: My Rubric
I read your explanation before I looked at your rubric, and I can say going into it I had a great idea of what to look for. As a student I would have no trouble understanding the assignment because of your very clear expectations. Well done.
Min Pan
RE: My Rubric
I appreciate your summary on rubrics. Well-done. It helped me recall what I learned from the videos and the PowerPoint of this unit!
You stated that “The rubric reduces the subjective judgments when evaluating students work.” What stands out to me in this statement is the word “reduces”. That’s right, rubrics help reduce subjectivity in our grading, but does not eliminate it. We should remember that and set student expectations accordingly through communicating this fact. Sure, when we create the rubric we will do our best to establish measurable criteria and performance levels clear and specific to students. But after all, we typically don’t need to use rubrics for assessments of straightforward objective nature such as true or false or multiple-choice questions. Rubrics are to help us to reduce subjectivity in evaluations when objectivity is harder to achieve.
Your rubrics is well thought out and clearly communicated. One thought I have is that the “Image” criterion can be just “Accessibility”. “Images” and the next criterion “Graphics” are the same thing, right? Because you are addressing accessibility issues with the “Image” criterion I feel naming that criterion “Accessibility” could be better.
Thank you for your good work, as always.
Min