Setting clear criteria and learning objectives for students is important. This clear criteria insures that all students understand what is expected and can self-assess accordingly. To help students take ownership and have a better understanding of the criteria it is may be useful for them to co-create criteria with you.
Students often perceive rubrics as instruments to reach the teachers demands. It is thought that co-creating rubrics can give students more autonomy and empowerment. Fraile, Panadero, and Pardo (2017) believed that co-creating rubrics would show higher level of self-assessment and self-regulatory strategies as they understood the criteria better. These results were inconclusive as the control group and the test group results were too similar. Although researchers did find that the control group who did not create the criteria needed additional clarification and examplars to better understand the expectations. More research is being done on co-creating criteria and it will be interesting to see how this makes light on implementation.
This is where I noticed the largest difference in students cognitive development was their ability to understand criteria. They excelled at black and white criteria. In art for example students criteria was colouring in the lines, or colouring one direction this is easy for students to see whether or not they achieved this learning goal. In science they struggled more about self assessing their ability rather then their work for example their ability to read temperature.
I created a assessment with my students for their creative writing about science. It was later on in the school year so the students knew what good writing conventions looks like and had many prior conversation around this. The content on the other hand the students needed some guidance. For this assessment I wanted to use a rubric but I knew that my students get confused and overwhelmed when looking at a rubric so I decided to try a new way of showcasing this with a bullseye rubric in student created language. It was fun to see some of my struggling students really connect to the bullseye visual and better understand expectation. As this was my first time co-creating a rubric with students I had an idea of where I wanted it to go beforehand, this allowed me to stear the student conversation in meaningful directions.
Below is the rubric we created together on the smart board and then in addition. A handout template that my students circled and coloured where they felt they were.
Blue = Mastery
Green = Proficient
Yellow = Acceptable
Red = Beginning
Students often perceive rubrics as instruments to reach the teachers demands. It is thought that co-creating rubrics can give students more autonomy and empowerment. Fraile, Panadero, and Pardo (2017) believed that co-creating rubrics would show higher level of self-assessment and self-regulatory strategies as they understood the criteria better. These results were inconclusive as the control group and the test group results were too similar. Although researchers did find that the control group who did not create the criteria needed additional clarification and examplars to better understand the expectations. More research is being done on co-creating criteria and it will be interesting to see how this makes light on implementation.
This is where I noticed the largest difference in students cognitive development was their ability to understand criteria. They excelled at black and white criteria. In art for example students criteria was colouring in the lines, or colouring one direction this is easy for students to see whether or not they achieved this learning goal. In science they struggled more about self assessing their ability rather then their work for example their ability to read temperature.
I created a assessment with my students for their creative writing about science. It was later on in the school year so the students knew what good writing conventions looks like and had many prior conversation around this. The content on the other hand the students needed some guidance. For this assessment I wanted to use a rubric but I knew that my students get confused and overwhelmed when looking at a rubric so I decided to try a new way of showcasing this with a bullseye rubric in student created language. It was fun to see some of my struggling students really connect to the bullseye visual and better understand expectation. As this was my first time co-creating a rubric with students I had an idea of where I wanted it to go beforehand, this allowed me to stear the student conversation in meaningful directions.
Below is the rubric we created together on the smart board and then in addition. A handout template that my students circled and coloured where they felt they were.
Blue = Mastery
Green = Proficient
Yellow = Acceptable
Red = Beginning
For additional information on bullseye rubrics and how they work please click on the pictures below.