Instead, much of the “work” of my tenth grade English classes falls into two categories - practice and performance. Students begin a unit with the summative rubrics already in hand. We need to know what we are working toward. The work of the unit is to figure out why these goals are important. We practice strategies and skills in order to work toward that summative performance. But here’s where we run into some problems. A performance assessment, especially when it is used as a summative assessment tool, is only as good as its assessment criteria. Bad rubric = worthless assessment tool and useless feedback.
|What type of feedback does a student get from this?
A checkbric is not an assessment tool. It does not provide students with a model or anchor of what the successful completion of the assignment looks like. It does not focus on skills, but rather focuses on discrete facts or items. A checkbric does not help a student self-assess their work in any sort of reflective way. Instead, a checkbric functions as a to-do list.
So, I am banning checkbrics from my classroom.
Well-developed rubrics are the backbone of performance assessments. Afflerbach writes, “Over time, our use of rubrics and work samples in the classroom contributes to students developing specific schemata for what good work looks like, strategies for progress, and a schema for the ongoing self-assessment of their progress toward performance goals” (103). It is for this reason that I firmly believe that students should have such well-developed performance rubrics at the onset of the unit. In order to understand what we are working toward, students must have a clear understanding of the end goals.