This year I’ve begun a “Grand Experiment” in Standards Based Grading. Little did I know that I would come to prefer the term Standards Based LEARNING. As it turns out, SBG – done well – requires a change in teaching and learning. Who knew, right? Katie Budrow’s post on students writing their own rubrics is one great example of SBL. Because as students wrestle with how to assess themselves on a learning target, their dong that metacognition thing: thinking about their learning. Enjoy.
Ah, rubrics. The favored tool for assessment by teachers. Loved for their wonderful detail and their range of performance levels, rubrics are a great way to communicate expectations to students.
Just like other teachers, I love a good rubric. There’s just one problem … I’m really horrible at making them.
I’m so horrible, in fact, that I’ve stopped making them altogether.
Instead, the students create the rubrics. It is one of the best decisions I ever made as a teacher, allowing the students to take control over this piece of their learning. The rubrics they create are more detailed, yet easier to understand, than anything I would make for them. Obviously, I have final approval over anything they create, but for the most part, the end product is way better than I ever could have designed.
I often get a lot of questions about how exactly this works in the classroom. The process itself is…
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