Change: Providing examples on what would fit each category could be productive because students will be able to clearly compare the different levels of work.

Change: Perhaps having a class discussion about what the students deem to be exemplary vs satisfactory v unsatisfactory. Allowing the students to be in the conversation about what defines each category will prompt accountability. Student being involved in this conversion also limits the amount of gray area between student may be confused on in terms on what differs from each grade.

Question: Would you say there is a certain number of columns that is too much? What is the sweet spot?

Connect: I remember in middle school ELA, we were given the rubric to self grade our work and then the teacher would grade our work with the same rubric. Student conferences were then held to discuss the differences and similarities.

Connect: In my placement, the students are currently working on their ELA Performance Task for the unit. In the ESL class, the rubrics are available in both Spanish and English to make sure students are able to fully understand the requirements.

Confirm: I think this also goes back to the required reading for this week and confirms how making sure the format of the rubric is easily read. Choosing phrases that are not to wordy so the students is not immediately overwhelmed with how long the rubric is.

I LOVE THIS! The single point rubric unlike the analytic rubric allows for students to take their own spin on the assignment. They aren’t aiming for the same box rather by creating what they believe is exemplary. I think this also encourages students to be accountable for their work because it is in their hands if they take it beyond the base level.

Question: Are there any recommendations on how to make the analytic rubric not appear to be so overwhelming?

Question: Is it possible for a teacher to ask too much from a student?

Challenge: Is the exemplary column asking too much of the student? In the exemplary column, it has aspects such as “providing additional condiments”. That appears to be asking for a little too much.

Connect: I remember in High English class writing a research paper and receiving a multi-paged analytic rubric. As I reviewed the rubric I can recall feeling overwhelmed and as if there was no way I could meet all the criteria to get the desired grade.

Change: In both the analytic and holistic rubric I would create a space at the bottom where a teacher could write specific feedback and explain the grade. This allows for clarification for both the student, teacher, and parents.

Confirm: The disadvantage of the holistic rubric where targeted feedback is not present is enough for me to know that I would not want to use that in my classroom. For example, in the sample rubric of breakfast in bed, the family received a 2, however the 2 is made up of three different aspects of the task. A student would not know which aspect went wrong for them, therefore, you are doing the student a disadvantage because you are not showing them where they can improve and what they mastered/did well on. This is unfair.