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.