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Rubric Machine Using Rubrics Contents   1. Introduction 2. How can I use a rubric as an assessment tool? 3. How can I use rubrics as an instructional tool? 4. When should I use rubrics? 5. What should I know about rubrics before using them? 6. What should I expect once I start using a rubric? 7. What are the strengths and limitations of using rubrics? 8. How can rubrics be used to complement traditional forms of evaluation? 9. Do I need a rubric for everything I want to teach? 10. Learning Scenarios: Identifying “what counts” for a lesson or project 11. Learning Scenarios: Providing on-going feedback to students

Welcome to the Rubric Machine. Using Rubrics Learning Scenarios: Providing on-going feedback to students You might Schedule times throughout the course of the lesson or project to sit down with a student (or group of students) and assess the work in terms of the criteria set forth in the rubric. Keep the rubric in clear view of the students and focus on what’s working, what’s not, and what the student might do to improve. Assess student work and learning at various stages of the assignment and assess it according to the criteria set forth in the rubric. You might collect students work at predetermined stages or provide feedback whenever it seems necessary. (Note: Many teachers shy away from recording or issuing “grades” when giving on-going types feedback with a rubric. They want students to focus on and be motivated by improving their work and not focussed on the grade.) Have students use rubrics to assess each other’s work at various stages of the project. (Note: It takes practice to provide someone with useful and constructive, yet gracious feedback about their work. Students will need some clear ground rules and models for how to give and receive feedback.) Have students use the rubric to assess their own work. On occasion, students might be asked to record their self-assessments. Such recordings then might become a resource for the student and you and the larger learning community to refer to when necessary. Also, you might have students assess their own work and then compare his or her assessment with yours. From there you and the student discuss what improvements can be made to the work or the student’s understanding.