As educators, we know the effectiveness of a good rubric. Well-crafted rubrics facilitate clear and communication that is meaningful our students which help keep us accountable and consistent inside our grading. They’re important and meaningful classroom tools.
Usually once we talk about rubrics, we’re referring to either a holistic or an analytic rubric, no matter if we aren’t entirely acquainted with those terms. A holistic rubric breaks an assignment on to general levels from which a student is able to do, assigning a broad grade for every level. As an example, a holistic rubric might describe an A essay using the following criteria: “The essay has a definite, creative thesis statement and a frequent argument that is overall. The essay is 2–3 pages long, demonstrates MLA that is correct formatting grammar, and offers a whole works cited page.” Then it can list the criteria for a B, a C, etc.
An continue reading rubric that is analytic break all of those general levels down even further to add multiple categories, each having its own scale of success—so, to carry on the example above, the analytic rubric might have four grades levels, with corresponding descriptions, for each of this following criteria points: thesis, argument, length, and grammar and formatting.
However, there’s a option that is third introduces some exciting and game-changing possibility of us and our students.
The single-point rubric offers a different method of systematic grading within the classroom. Like holistic and rubrics that are analytic it breaks the components of an assignment down into categories, clarifying to students what kinds of things you anticipate of them inside their work. The single-point rubric includes only guidance on and descriptions of successful work—without listing a grade, it might look like the description of an A essay in the holistic rubric above unlike those rubrics. In the example below, you can view that the rubric describes what success looks like in four categories, with space for the teacher to explain the way the student has met the criteria or how they might still improve.
A single-point rubric outlines the standards a student has to meet to perform the assignment; however, it leaves the categories outlining success or shortcoming open-ended. This approach that is relatively new a host of advantages of teachers and students. Implementing new ideas within our curricula is never easy, but allow me to suggest six main reasons why you really need to give the rubric that is single-point try.
1. It offers space to think about both strengths and weaknesses in student work. Each category invites teachers to meaningfully share with students whatever they did very well and where they may want to consider making some adjustments.
2. It does not place boundaries on student performance. The single-point rubric doesn’t make an effort to cover all the facets of a project that may go well or poorly. It provides guidance and then allows students to approach the project in creative and unique ways. It helps steer students far from relying way too much on teacher direction and encourages them to create their own ideas.
3. It works against students’ tendency to rank themselves and to compare themselves to or compete with the other person. Each student receives unique feedback that is specific to them and their work, but that can’t be easily quantified.
4. It can help take student attention from the grade. The style of the rubric emphasizes descriptive, individualized feedback throughout the grade. In the place of centering on teacher instruction so that you can aim for a grade that is particular students can immerse themselves into the connection with the assignment.
5. It makes more flexibility without sacrificing clarity. Students are still given clear explanations for the grades they earned, but there is however much more room to account fully for a student taking a project in a direction that a holistic or analytic rubric didn’t or couldn’t account for.
6. It’s simple! The rubric that is single-point not as text than many other rubric styles. The odds which our students will actually see the whole rubric, think on given feedback, and don’t forget both are a lot higher.
You’ll notice that the recurring theme in my list involves placing our students in the center of our grading mentalities. The ideology behind the single-point rubric inherently moves classroom grading away from quantifying and streamlining student work, shifting student and teacher focus in direction of celebrating creativity and risk-taking that is intellectual.
In the event that you or your administrators are involved about the not enough specificity involved with grading with a rubric that is single-point Jennifer Gonzales of Cult of Pedagogy has generated an adaptation that incorporates specific scores or point values while still keeping the focus on personalized feedback and descriptions of successful work. She offers a brief description of the scored version along side a rather user-friendly template.
As the single-point rubric may need it also creates space for our students to grow as scholars and individuals who take ownership of their learning that we as educators give a little more of our time to reflect on each student’s unique work when grading. It tangibly displays to them that individuals rely on and value their experiences that are educational their grades. The structure regarding the single-point rubric allows us as educators to get results toward returning grades and teacher feedback with their proper roles: supporting and fostering real learning within our students.