ECS 410

Week 3

This week’s class started off with a very beneficial presentation from Cori Antonini focus on the creation of rubrics. The application he demonstrated for us was super helpful, not only in regards to creating rubrics but also in planning in general and making it a little easier to create a lesson. If I were to choose one particular thing about the rubric creator it would be the breakdown of the levels. One of the struggles with rubrics is the almost definitive nature that they seem to have, even when the assessor needs to blur the lines a bit. With Cori’s rubric app, it allows for a breakdown within each level of low, medium, or high so that both the teacher and the students can have a clearer idea of what the feedback is saying and where they can improve. Overall, the presentation was a huge success and was a great experience for developing my skills in assessment. The application will definitely find its way into my education tool kit!

Rubrics have been a huge topic over the last couple of years in my education courses. I have had experience with using rubrics from the standpoint of a student. We used many of them in high school and in a large number of my university classes the professors have used rubrics to provide feedback. What you don’t realize as a student is how much work actually has to go in to making a rubric and how difficult it is to decide the qualities that determine each level. The collaborative practice we did in class was rather eye-opening. It makes me understand, from a teacher’s point of view, why it is so frustrating that students rarely take the time to look at and understand the feedback that rubrics provide. It is a time consuming process, and we only did one band in class! But for all the work they take, rubrics as a form of assessment are much more beneficial in terms of student growth and future success.

As we discovered in our examination of Mr. Brown’s science grades, using only numbers as a way to assess students is not only confusing but also rather inaccurate. Often times what is being graded is not a reflection of what the students actually know in the course. And by using only numerical grades, there is no understanding about what that grade encompasses/the reasoning behind it. If a student receives an F with no feedback, they can hardly be expected to improve on the next assessment. It’s like trying to drive blind. Rubrics do much more in terms of steering students in the right direction of understanding their grades and how they can move forwards towards improvement.


1 thought on “Week 3”

  1. Hey Kayci,
    I also really enjoyed Cori’s presentation. I found the rubric building aspect of it super informative. I wish I would have known more about it and how it works during my second year fieldwork placements and even when I was lesson and unit planning over the last few semesters. One thing I questioned about the rubric builders, though, is that is was a four-scale rating. I was told by some of my profs that rubrics should always be created with an odd number rating scale in order to determine an authentic and clear mark. If a student hands in an assignment and you feel as though it’s almost a three-level assignment but not quite, do you give them a three or a two? It’s hard to find a solid grade on an even numbered scale. There was, however, three levels within those numbered sections, so that will probably be helpful upon further investigation.
    I’ve struggled with making rubrics in that I want students to understand what I am saying in each level. Sometimes word choice is difficult. It’s hard to get your point across in words that every student will understand in each band on a rubric. Not only that, but sometimes criteria is super subjective. What one person understands “neat” to be may look different for another person, for example. The rubric building we did in groups in class was evidence of this, especially in my group. A lot of work definitely goes into rubric making, and yes, as you said, it is frustrating when students don’t take the feedback from the rubric we worked hard to make. On the other hand, it is our job to give feedback regardless of students look at it or not. It’s important to provide clear feedback, even beyond rubrics. Even if a student doesn’t look at it, it is there and we should encourage students to look closely at it. I do think rubrics are an excellent way to provide feedback, even though they are a lot of work.


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