A letter to my students Thursday, March 27, I wrote this yesterday after my students performed poems they had memorized. Yeah, it's sappy, but as George Washington once said, "Sappy's aiight every once in a while, y'all. It's been particularly hard lately because we're in the middle of standardized testing season, which, as you know, turns us all into crazy people. You guys take 6 tests a week to see if you're ready for the battery of standardized tests coming up, while I have to "drill and kill" you as administrators breathe down my neck, because their bosses are breathing down their necks, because the state is breathing down the districts' necks, and so on.
Despite the title of this post, all I can really offer here is a description of my own process. Suppose I want my eighth-grade students to write a narrative account of a true story. Define the Criteria To start with, I have to get clear on what the final product should look like.
Ideally, this criteria should be developed with my students. This is an ideal scenario.
I often skipped the step of involving students to save time, but that was ultimately not the best decision. Using the single-point format, my rubric would look something like this: The right-hand column has a different title than what I have used in the past.
Assuming a total of points for this assignment, I would weigh certain components more heavily than others. This is an area where subjectivity can take over, and where rubrics can really vary from one teacher to another.
I typically provide students with a printed copy of the rubric when we are in the beginning stages of working on a big assignment like this, along with a prompt that describes the task itself. Score Samples Another powerful step that makes the rubric even more effective is to score sample products as a class, using the rubric as a guide.
Occasionally I would use a piece of writing from a previous student with their name removed. This process really gets students paying attention to the rubric, asking questions about the criteria, and getting a much clearer picture of what quality work looks like.
When it comes time to craft their own pieces, they are better at using this tool for peer review and self-assessment.
My feedback for a student who hit many of the marks, but needed work in some areas, might look like this: In the right-hand column, I add a few suggestions for ways this student might push herself a bit more to make the piece even better.
My own experience has proved this to be true; I have often spent hours giving written feedback on student writing, but found they often ignored that. Now I know this was because the feedback also included a grade.
Again, this is the subjective part: I try to consider the work as a whole and deduct only a small percentage of the total points for a small problem. That depends on you and your student. If you feel the student is growing and will put the work in to improve the piece further, and you are willing to assess it again, you should offer another round, and another, if progress is still being made.
If a student is willing to put the time in to satisfy all the criteria, then she will get the A. It may bother some people that two students who may have different skill levels could end up with the same grade, but behind the scenes, the effort to reach that grade could be very different from student to student.
Heck yeah it is.
For me, this type of assignment would be given over the course of several weeks. And that makes the final assessment process much faster.Instead of listing all the different ways a task deviates from the target, the single-point rubric simply describes the target in a single column of traits.
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EditandreviseerrorEridden%example%letters,%as%well%as%their%own%drafts% Statetheirpurposeandaudienceinagivenpieceofletter Ewriting% % Relevant%PDE%Academic%Standards%. I told students that I would be using either the AIMS rubric or the PARCC rubric to grade their writing PARCC Condensed Scoring heartoftexashop.com write letters.
Grade 7 Writing Rubric • Page 1/4 Language ordering letters or words into statements • Is beginning to approximate the structuring of simple sentences.