Analytic rubrics provide students direction as to what is important and must be included in their submitted assignment if they are to receive full points for the assignment. I use an analytic rubric for the final projects based on the generic rubric supplied by the course developer. The students are given my rubric before beginning their projects. It is mind boggling to find that many students completely ignore the rubrics when completing their work. I would have loved to have had analytic rubrics when completing my coursework!
Patricia,
And, they help the instructor as well. They help us all be on the "same page" and know the expectations. Thanks!
Rubrics provide expectations in terms of the assignment, the ability to critique objectively, and great feedback for the students.
Carol and Carla,
You bring up good points. It's interesting how we look at things differently. I don't see them as limiting either. I always allow for creativity. Thanks!
carol,
Sounds good. The creativity part may really make them excel. Thanks and keep modifying. ;-)
Carla, that is an interesting thought. I've never thought them to be limiting, in fact, just the opposite. I adjusted my college grading to include almost completely rubrics because they allow me to define what constitutes a B- and a C+. .....and to do it consistently to avoid bias. Sometimes having the rubric kept me from grading too low just because I maybe didn't like the style. As long as it met the criteria it earns the grade. The opposite is true ...preventing me from grading too high because of a bias. The rubric seems to allow for individuality as long as the criteria is met. I
Thank you for the suggestions...I like the "look and feel" category. I have the grammar one labeled as mechanics which includes format, sentence structure along with spelling and grammar. I think you're right though about breaking even that down further to just spelling and punctuation, or spelling and grammar..lor whatever we've focused on at that point but not all. The look and feel one would give another area that they could shine creatively... and allow opportunity for a decent grade. Since starting this class I've realized the need to modify. Thanks.
Francis ,
Good point. The analytical rubrics can be very beneficial to students and help us, as instructors, help them understand what needs to be done. Thanks!
carol,
The rubrics for special education students would most likely need to have fewer criteria and not too complicated of criteria. Also, you may take an assignment and grade the different parts with different rubrics. For example, if they do a PowerPoint presentation, have one rubric for "look and feel," one rubric for "spelling and grammar," etc. That way they will not be overwhelmed with one big rubric and feel they can't accomplish everything. Hope this is helpful.
carol,
We do have to adapt rubrics to fit our needs. Thanks for bringing that up.
I am a big fan of analytical rubrics because they help the student to better understand what they have done well on and what they need to improve. Too often we provide holistic feedback and the student tends to discount it or ignore it altogether because they can't see what we are talking about. It's really important to break it down for them.
I wanted to delve more into rubrics for special ed students. I have recently moved back to English but in sped and have noticed that my typical rubrics don't allow for progress. I was interested in the comment in this section referring to this topic. I wonder if anyone has ideas of how he/she has modified the rubrics.
I typically use these rubrics so that I can determine if the student is comprehending the literary focus being assessed. Since I am an English teacher by day and a Comp 1and 2 instructor by night, the focus is different, yet I often can use the same rubrics or those with minor adaptations for both. The categories are often the same ..but they are weighted differently for each.
Janis,
We don't "give" grades, students "earn" them. That is one thing rubrics help students understand. Thanks!
Rubrics do help the student understand the important criteria by which they will be assessed.
A few years ago I had an on-line class in graduate statistics. The instructor offered us no guideline as to how to answer his questions. Most of us assumed that the forum would be an open area for us to help each other and share ideas. Since I didn't understand the concept very well at all, I stated that in my post. I expected other students to be able to help me out. NOT! The instructor gave me a D for my post because I didn't answer the question. No where did he indicate that this was not an "open discussion" forum, but that he expected an essay for an answer.
Sure--I learned after that experience what he wanted, but I should have known that before the first discussion forum was open.
Francis,
An effective rubric should save the instructor time and provide the students with a deeper understanding of the expectations. Thanks!
Juanito,
Excellent point. It's great to have a tool that helps both students and instructors. Thanks.
I agree with the post. However, I think the point on feedback is misplaced. The rubric rpovides structure and consistency. It is the foundation for saving an instructor's time. What to do with this savings is the question. Re-investing timeinto the detailed feedback...as the text suggets...anchors learning. It is personal adn makes a great connection.
It guides the students in completing their work and it gives the instructor a good basis for grading and evaluating submitted work.
Janette,
Yes, I agree. Through the use of rubrics, we can be more consistent and objective in our assessment of student learning. Thanks!
