Using multiple and varied methods of assessment that inform educators and parents of the extent to which learning is occurring is among the principles espoused in the visioning document
Assessment should be used primarily for obtaining student feedback and informing the student and the teacher about the level of student conceptual understanding or skill development so that the teacher has accurate information to consider for designing additional or different learning experiences.
How might we use assessment to obtain student feedback?
Consider the use of rubrics.
Jennifer Gonzalez shared an articulate description of three types of rubrics with her post, Know Your Terms: Holistic, Analytic, and Single-Point Rubrics. Briefly, these include:
- Holistic Rubrics are generally broad and provide one score with no specific feedback;
- Analytic Rubrics break down criteria into categories and include descriptions of each possible level of performance; and
- Single-Point Rubrics reflect the targeted performance and include space for feedback related to areas that need work as well as evidence of exceeding the standard.
An example of a single-point rubric for mathematics is below.
Though the time commitment on the part of the educator is greater than with analytic rubrics, the feedback provided to the student is potentially so valuable with single-point version. And, if turnaround time is concerning (time for educators to provide feedback to students once an assessment is submitted), narrow the scope of the rubric to a smaller number of criteria descriptions, or allow students to self reflect sometimes.
How might students use a single point rubric to evaluate their own understanding?
Consider support student goal setting and metacognition through reflection and allow them to evaluate their own progress toward the standard.
To learn more about single-point rubrics, access the links below.
Meet the #SinglePointRubric, by Jennifer Gonzalez
6 Reasons to Try a Single-Point Rubric, by Danah Hashem