Using Your Rubric in the Classroom
Implementing rubrics in the classroom takes practice. Understanding what will work for you and your students is only going to come with experience. When executing a rubric, as previously stated, the key is to be clear with your expectations and criteria to which you plan to grade. Students will rely on the rubric for an understanding of what they are being graded on. You can't grade a paper that lacks content fi your rubric was designed around source material, grammar, and word count. This could create trust issues between the teacher and student. If you are to use a rubric, you need to obey it as though it is the law of the assignment. If you grade a specific paper really well, because it did something that struck you outside of the rubric, you need to be prepared to account for this on all other papers. Be clear, be concise, and be attentive to the rules you set in place.
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Dynamic criteria mappingAs I previously mentioned, dynamic criteria mapping can be used to help shape your grading expectations. This can be designed as in-class activity for your students towards the end of a semester, after they have received substantial feedback. Take the information you receive from this and place into effect the following semester. This can be even more crucial for the first year teacher when wanting to discover what criteria they do value most
Instructions to this activity can be found here: Dynamic Criteria Mapping |