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From: Jerry Krasnesky (ceskras_at_TeacherArtExchange)
Date: Sat Nov 24 2001 - 14:44:30 PST

Rubric developmentA superb analogy Anne Davies gives in her workshop is one related to golfing. The hole (goal/grade 'A+', etc.) is clearly marked by a flag. If the golfer (student) cannot see the flag (criteria) the golfer sure has a heck of a time getting to the hole! The flag doesn't make getting the ball in the hole any easier or give the golfer any shortcuts, the golfer still must execute his/her best effort in order to get to the hole but they MUST know where they're going!
  ----- Original Message -----
  From: Patricia Knott
  To: ArtsEdNet Talk
  Sent: Saturday, November 24, 2001 2:55 AM
  Subject: Rubric development

  from Jerry Krasnesky:

  I have been to a great workshop on authentic assessment given by Anne Davies
  and have come to believe that rubrics work best when kids/learners have some
  ownership in creating them. Wondering if you guys could/would ever consider
  developing the rubric WITH the kids?

  You are correct about the intention of rubrics-- the students should be part of the process in developing criteria and qualifiers. The point of rubrics is to give the student a clear idea of expectations. I have seen too many rubrics with criteria qualified only by exceptional/satisfactory/moderate/weak. What do those things mean?

  It's a long process to get the students involved in the creation of the rubric. But once they are used to it, they do maintain that ownership. And somebody said previously, they are very honest about their assessments.
  A workshop I went to many years ago, suggested that you first have the students rate something they are very familiar with, such as going to a party. What things would you expect a t a party and what would make those those things good, bad or so-so.

  I think rubrics have been great for art teachers. I teach high school. I always have rubrics, a question sheet for self-reflection and a group crit. The critique is most important for the students, together, to evaluate and respond to successes and weaknesses.

  Our teaching lives are so harried, we all look to easier ways. I must admit, I am often guilty of lifting ideas for rubrics or resorting to rubric generators on line. But then I think the purpose is not for my ease, but for the student's success. I will try to be more diligent in having my students take part in creating their own system.


  P.S. This list is a professional exchange. No one should fear intolerance or condescension when offering an opinion. If that perception exists, we owe a big apology.