Again Rethinking about Rubrics (1)
1. Introduction
As I posted the creation of a rubric in the previous time, I would
like to argue rubrics from viewpoints of a participatory approach in detail.
This is because it is hard to find participatory approach from the net despite
the fact that there is much reference about rubrics.
2. Aims of Rubrics
Teachers usually create rubrics. As described in much literature,
rubrics are grading or scoring tools to show performance expectations from
teachers' sides. Rubrics shown in Fig.1 are kinds of matrixes from dimensions
and performance levels.
Fig. 1: Form of rubrics
Level 1
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Level 2
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Level 3
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Level 4
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Dimension 1
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Desc. 1.1.
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Desc. 2.1.
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Dimension 2
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Desc. 1.3.
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Dimension 3
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Examples of dimensions are presentation, communications, etc.
In short, the dimensions come from discomposed overall goal. Performance
levels mean degrees of achievement at the end of semester. In my approach, I
will construct logic model shown in Fig. 2 first, then discomposing outcomes in
the logic model will be each component. In each box of the matrix, detailed
description is made.
After students hand in assignments, a teacher find students'
performances from appropriate descriptions in the matrix, then mark the
assignments. As a result, rubrics have function of feedback to students.
Prior to the commencement of semesters, teachers create rubrics in many cases,
then rubrics are shown to students.
As mentioned above, rubrics are used as assessment tools for
learners' performance. Creation of rubrics aims to set up criteria from
teachers' side. This is the first objective for rubrics. How about students'
side? Students understand evaluation criteria at early stages. At higher
educational institutions, students would better to set up their own goals. Thus
participatory approach can be more appropriate in some classes. If they create
a rubric by themselves, they understand the targets, goals or achievement more
clearly. This is the second objective for rubrics. In this semester,
students’ involvements are paid attention to.
3. My trial approach
In many books and references, participatory approach can be quite effective.
All right I try to adopt but how I instruct students. While I decide to adopt it, I wonder how to
do this. Time is a constraint. Students
need to complete a rubric within given time. I allocate at most 1 session, i.e.
2 classes, for this activity. After all, I created a 90-min workshop. Some
boxes, e.g. zero level in dimensions, are given in advance. Things are that
students fill in empty boxes in the matrix. I explained that the highest level
reaches at 100% satisfactory level.
Performance levels can be divided into five (5), i.e. S, A, B, C, and D.
Level D is equivalent to zero level satisfaction.
(Continue to the next post)
