Your rubric at some of the better ones I’ve seen. I really appreciate the co-creative aspect. Also, thanks for that link to keeping receipts! Very much along the lines of CYA, but more student-oriented.
When I've co-created a rubric with students, it's been for a particular kind of work (e.g. infographics, podcast episodes) where I can share examples with students. We'll discuss the examples (sometimes professionally produced, sometimes produced by students) and use those to generate elements of the rubric. Rubrics are pretty abstract, and starting with concrete examples seems to help.
This is a good thought. I did share samples with students for each assignment, but I wasn't very clear or intentional in linking those samples to the rubric co-creation activity.
I appreciate your candor when it comes to assessment and rubrics. One of the values of rubrics for me is CYA. When (not if) we are accused by students that we are playing favorites or are unfairly grading them based on a personal trait (e.g., political opinion, religious belief, race, gender identity), a rubric helps show consistent grading against "objective" criteria, that a student's grade is not due to them but to their performance. This has happened to me before and rubrics saved me, in part. While far from perfect, a rubric is a good device for formative assessment, as the different categories (I use the same sort of categories as you do, just with a "lacking" category for work that is below sub-par or is absent) help give students some guidance, along with personalized feedback, on where they are intellectually or with the content. They also ease the grading workload. Good feedback is very time consuming, but we are people just like our students and deserve work-life balance as much as anyone. Rubrics have been a work in progress for me, going through many iterations semester to semester as I learn what is helping best assess what I want students to learn but permit creativity, but one thing I keep in mind is that the rubric should take the mystery out of assessment for students so they clearly understand what they should be learning and how they are progressing toward those goals.
This reminds me of Laila McCloud's recent piece on ungrading and "keeping the receipts" (https://zeal.kings.edu/zeal/article/view/25/19). Thanks for these thoughts--my rubrics are definitely a work in progress as well! And (spoiler alert) I did find ultimately that they worked pretty well for both me and the students, even if I think they can be improved a lot.
Your rubric at some of the better ones I’ve seen. I really appreciate the co-creative aspect. Also, thanks for that link to keeping receipts! Very much along the lines of CYA, but more student-oriented.
When I've co-created a rubric with students, it's been for a particular kind of work (e.g. infographics, podcast episodes) where I can share examples with students. We'll discuss the examples (sometimes professionally produced, sometimes produced by students) and use those to generate elements of the rubric. Rubrics are pretty abstract, and starting with concrete examples seems to help.
This is a good thought. I did share samples with students for each assignment, but I wasn't very clear or intentional in linking those samples to the rubric co-creation activity.
I appreciate your candor when it comes to assessment and rubrics. One of the values of rubrics for me is CYA. When (not if) we are accused by students that we are playing favorites or are unfairly grading them based on a personal trait (e.g., political opinion, religious belief, race, gender identity), a rubric helps show consistent grading against "objective" criteria, that a student's grade is not due to them but to their performance. This has happened to me before and rubrics saved me, in part. While far from perfect, a rubric is a good device for formative assessment, as the different categories (I use the same sort of categories as you do, just with a "lacking" category for work that is below sub-par or is absent) help give students some guidance, along with personalized feedback, on where they are intellectually or with the content. They also ease the grading workload. Good feedback is very time consuming, but we are people just like our students and deserve work-life balance as much as anyone. Rubrics have been a work in progress for me, going through many iterations semester to semester as I learn what is helping best assess what I want students to learn but permit creativity, but one thing I keep in mind is that the rubric should take the mystery out of assessment for students so they clearly understand what they should be learning and how they are progressing toward those goals.
This reminds me of Laila McCloud's recent piece on ungrading and "keeping the receipts" (https://zeal.kings.edu/zeal/article/view/25/19). Thanks for these thoughts--my rubrics are definitely a work in progress as well! And (spoiler alert) I did find ultimately that they worked pretty well for both me and the students, even if I think they can be improved a lot.