I want to co-create rubrics with detailed criteria so that students can use them as guides for completing, assessing, and learning from their own work as well as each other’s. This is where collecting, analysing, and using samples (Davies chp 4; Chappuis chp 7) comes in: the class can look at samples (in small groups or as a whole class), generate and sort criteria and quality, and together we can make a rubric that can be revised as needed. I think this works best for general categories of tasks that students will perform throughout the course, such as science reports, essays, and multimedia presentations. Additional criteria could be added specific to that particular assignment when it is introduced.
While, I liked the idea of collaborating with colleagues to collect and analyse samples across grade levels (Davies, chp 4), the approach discussed in Davies chp 9, is better: students should assume responsibility for collecting and analysing work (e.g., through portfolios) so that any assessment is used for, of, and as learning. Students should be able to explain, reflect upon, and evaluate the work they produce: it helps them develop metacognition for learning, ensures that they can safely make mistakes, and sets them on the path of continuous improvement. In reference to selecting rubrics (Chappius et al. chp 7), a best case scenario would involve all students keeping work samples to which they and other classes could refer, as well as having access to ‘real world’ samples and ‘real world’ rubrics (e.g., codes, regulations, standards). This way, students and teachers could determine what next steps for improvement might look like across grade levels and beyond school. In addition to receiving peer-, teacher-, and parent-feedback, inviting a professional to give descriptive feedback on student work might be particularly meaningful to students.
I agreed with the approach of involving students as much as possible in generating formal report cards (Davies chp 10). Not only does this increase the validity of the evaluation and empower students to explain the report to their parents, but it also maintains a positive, open, and honest relationship among the teacher, students, and families. There are no surprises, misunderstandings, disagreements, complaints, or slander. When formal reports have to comply with coding imposed by administration, the teacher should include a note of explanation about the translation of classroom rubrics into administrative rubrics to help students and parents understand.
I liked the 4 keys to success for goal-setting conferences (Chappuis et al. chp 12), and felt that it is vital to empower students practice this regularly and independently because 1) it is impossible to goal-set with each student for each learning outcome, and 2) it seems difficult to structure learning outcomes such that they build off one another or are reviewed regularly (I’ve noticed that units within subjects are somewhat isolated from each other). I hope to include time at the end of each lesson for students to quickly record notes for steps 2-4 for themselves to stay on track with their learning target. I would demonstrate first, and provide regular assistance, but also encourage students to share with and help each other.