With these questions mulling around, I knew I needed to rethink how we made rubrics. I knew that I still wanted the students to have a voice in designing, creating, publishing and assessing their own writing. I began collecting rubrics from many other teachers in different grade levels, content areas, and geographic locations. I noticed that some teachers, like us, were including elements on the rubric that had nothing to do with mastery of standards. Previously, we always included a category that included the digital aspect of the project. By that, I mean things like balancing music and voice in an audio recording or including visuals to support the writing. As I engaged with these other educators, I realized that these elements (plus things like neatness or putting a heading on your paper) fell under a different category. Although those elements played a role in the effectiveness of a published project, they did not prove mastery of a standard (see Your learners are masters of...?). Therefore, my students and I began creating a list of project expectations that accompany the rubric. These are elements that every student expects not only of themself, but also all of their peers in their projects. These expectations specify what the norms are for each project. From this point forward, we no longer included non-standard items in rubrics.
Another realization that I had when analyzing rubrics was that so many rubrics (even graduate level) included non-specified terms such as partially, good, few, some, generally, effectively, or clearly. What determines if something is effective or ineffective? What determines whether a student reaches partial mastery? These vague terms are what opens rubrics up to subjective scoring. Each person has a different idea of what those terms mean. Rubrics should not be scored against an ideal that one scorer may have. These items must include measurable determiners. There should be no question in one's mind as to whether a learner has proven a mastery at a level of 3 or 4 because the rubric eliminates that personal judgment.
When my students and I started creating rubrics that were clear, specific, and measurable, my students struggled. They kept wanting to revert to past practices. "It's easier the way we were doing it before," they said. So I asked them why a rubric needed to be measurable. After a lot of probing questions (and almost an entire class period), one student quietly shared that having everything measurable seemed more fair because "you didn't have to worry whether or not you had done enough; you knew."
Then another challenge presented itself. The standards were so broad, it was extremely challenging to create measurable determiners and all of the variations that there could be at each level of mastery. We realized that we needed to break down the standards into clear measurable parts. Below is a rubric where we have broken down one standard.
This standards had three different elements. Therefore, we broke it down into three measurable pieces. The students decides what determines what constitutes a 4, 3, 2, or 1. This may vary from project to project depending on the project complexity and length. We now do this with each standard that the students are working on to reach mastery. Does it take time? Yes. Is it worthwhile? Immensely! These rubrics take the guess work out of scoring projects. The students created the rubric. They broke down the standards. They decided what each level on the rubric means. They set expectations for each project. There are no surprises anymore. They students know what is expected, they know what mastery looks like, and they know how to communicate that to others.
My work on assessment is an ever changing one. What we are doing today may very well change next month or next year as my students and I explore different ways of communicating learning to others. However, one thing that I stand firm on is the importance of giving students ownership over every aspect of the learning process. This is their learning journey, not ours. It is our obligation to guide and turn the responsibility of learning over to our students. We will only be with them for a short time; they need the tools to communicate and guide their own growth beyond the few months that they are in our classrooms. We not preparing them for a test or the next grade level. We are preparing them for a lifetime of learning, growing, and sharing with others.