Academic Skills, Grading, Rubrics, teaching

“Gettin’ ‘Bric-y Wit It”

If this post’s title made you think of the canonical Will Smith song, “Gettin’ Jiggy Wit It,” then congratulations, you got my terrible allusion! You now likely have that song stuck in your head. As recompense for suffering that indignity, you might just find an exciting surprise if you read through this post to the end.

But Will Smith isn’t really the point of this post. Rubrics are! (That’s the cruelest bait-and-switch of all time; I’m sorry).

pa37aagzkxoek

“Rubrics, you say? Now I feel like this!” – via GIPHY

In my last post, I wrote about using a learning goal-based rubric as a formative assessment technique. In that case, I used a rubric focused on five writing skills to first evaluate sample essays with my students; then I used it evaluate my students’ own writing on a similar prompt.

That process worked pretty successfully, I think. Although I’ve not had a ton of follow-up conversations with students about that first assignment, those few chats that I have had focused on how the student did in terms of those specific learning goals. Furthermore, we ended those conversations with the student have clear and specific ideas about how to improve on those skills moving forward. In other words, they weren’t just “bottom line” conversations about the grade on the assignment, which is what I’d hope to achieve.

As a way to carry this momentum forward, I wanted to make a rubric for one of the types of assessments I use most frequently in my history classes: ID Terms.

 

school-name-tag-template

“…and I’m historically significant because:”

 

I remember ID terms as a central feature of my own history classes in high school and college. The guidance I received about how best to approach these terms remained pretty consistent both in my own education and I’ve carried those guidelines into my own teaching. For over a decade now, I’ve explained that good ID term responses should do two things:

  1. Explain WHAT the term is.
  2. Explain WHY that term is significant.

However, I’ve always verbally articulated those expectations to my students. After that discussion, I’ve then given students practice in writing IDs, using their sample IDs as fodder for feedback about the ways in which their responses are strong and how they could improve.

However, in the hopes of providing students with something more codified to use in the process of studying and writing ID terms, I thought I should put those general expectations into a rubric framed around what I perceive to be the main learning goals of historical ID terms.

So, below is my first draft at a rubric that captures the two key elements of ID terms, puts my expectations into (hopefully) clear language, and gives students clear guidance on what they’re striving for when writing ID terms and conducting historical analysis in general.

screen-shot-2016-09-21-at-9-10-50-pm

As you can perhaps tell from the screenshot, I’ve built this rubric in Canvas with the hopes of using it frequently to give students feedback on practice ID terms they write and submit digitally. As of yet, I’ve not figured out how to use multiple versions of this rubric on a single assessment, which would be helpful, for instance, if an online quiz or test included multiple ID terms.

That issue, however, is a problem for another day, so in the meantime, I’ll leave with a request for feedback and suggestions:

  • What language am I missing in this rubric?
  • How could I reframe these criteria differently or more effectively for students?
  • Are the distinctions between the various levels of mastery clear enough in the language?
  • Any other thoughts?

And now, I’ll really leave you with what you’ve been hoping to get to this whole post!

Standard