Rethinking Rubrics in Writing Assessment By Maja Wilson What do we value about writing and how do we articulate that What do we like about rubrics Concerns about rubrics rubrics simplify the assessment process and potentially save time rubrics may be another form of standardization rubrics appear to be objective graphic organizers for writing assessment they give the process a scientific feel We believe it is rigorous because of a deeply rooted philosophical norm about assessment needing to be reliable viable and objective allow us to grade and evaluate allow us to focus on particular skills or aspects of the written work allow for easy agreement focus on product rubrics may cause students to write to the paper rather than to the audience i e requirements vs quality push students toward conformity rubrics are reductionist and in that don t address what we may value as a reader movements in assessment toward positivism have been to meet the needs of the institution do rubrics meet the needs of the students may not allow us to assess and respond rubrics may not be objective so if we are going to be subjective why not do something better a rubric is a pretty unnatural way of responding to writing discussion is much more natural may not provide the type of constructive feedback the student needs to make progress excludes characteristics of writing such as texture taking risks originality growth and shows promise prevent the learning that arises from disagreement If we choose not to use rubrics what can we do Take the what would Maja do test It s an easy way to be reflective Students can review one work in groups of three to sort out their disagreements in person Teach students to find the why behind disagreements Make students aware of how their writing affects you in a clear kind and honest way Agree to disagree for the sake of insight Suggestions on writing assessment from Maja Determine grades based on completion of drafts teacher can focus on supportive constructive feedback Focus on process rather than product Need help finding the time for meaningful feedback Use rubrics at the end of the writing process though you have to be very critical of the formula you come up with to get a grade Get help from peers friends family and anyone else that will listen Make it VERBAL Give students time to write in class this will give you hours to observe their writing process and give them verbal feedback Ask students to reflect on their participation and growth Teach students to self assess help them recognize that others view their work through a filter Keep in mind that assessing should be a humanizing task Teach students to create graphic organizers to help them understand the disagreements You don t have to respond to everything Model verbally how to think about our responses to what we read Help students learn to give meaningful peer review Practice connecting selections to their own experience Write your own rubric though still reductive Looks for volunteers with teacher list serves local organizations and mentor programs Practice finding adjectives that allow them to describe their responses
View Full Document
Unlocking...