We know that learning assessment criteria need to be understood by students, but that they’re also more likely to buy into it if they feel they have some sense of ownership (See: Davies, 2000; Friesen, 2009). This way, students know the expectations of their learning, and are actively thinking about them before they engage in the learning tasks.
This rubric was created jointly using a single-point rubric and the Rocky View Schools assessment criteria terms to demonstrate places of meeting or exceeding the standard, or requiring growth towards the standard.
The most exciting part of this learning was seeing students take meaningful roles in their learning, and be reflective according to the criteria that they had earlier created democratically with myself as the lead learner. During the learning activities, we were able to fairly refer back to it and discuss expectations, and when completing the self-assessment, students were able to reflect on their learning in a common, accessible language with clear targets.
Professionally, this andecdotal case helped me understand the literature in practice:
- Learning targets need to be clear and accessible to students
- When learning expectations are developed with students, those students can understand them
- Students have a strong understanding of good work, and their expectations of excellence