A few months ago I wrote a post about the rubric function in Google Assignments and how you can create them. If you are still unfamiliar with what a rubric is you can read that post (and watch the some exemplar videos) here.
I am pleased to say that since that post was published staff at Denbigh have gone on to create many rubrics to help assess the progress of students and give feedback. These rubrics have had the added benefit of reducing workload in the marking process.1) The rubric that 'soft marks'
I'll be honest, this is essentially the 'tick and flick' equivalent of marking on Google Classroom (yet slightly better as I'll explain). At it's heart it is a simple rubric that does the equivalent of RAGing a piece of work and has been applied by many departments. Take a look at this example below that assesses 'quality of work' it is so generic it could be applied to almost any subject.
Click the image to see a Google Sheet of this rubric (CLT staff only) |
On a side note here is a great blog in defence of 'tick and flick' by David Didau. |
These rubrics are far more complex as they attempt to reflect the assessment or marking criteria of a particular exam question or a set of KPIs for a particular subject. They may also only apply to a specific task/exam question in a subject area. Take a look at this example from English which provides a rubric for their 24 mark question in the GCSE language paper - it looks like a lot of work went into it!
Click the image to see a Google Sheet of this rubric (CLT staff only) |
3) The rubric that provides scaffolding and develops metacognition
The weakness of the previous rubric leads on to this final rubric possibility; a rubric that is designed to scaffold a task and develop metacognition. With this kind of rubric there may be a complete abandonment of any complex and convoluted language related to exam criteria and in its place a pupil friendly instructional language which guides students to succeed in a task process or skill.
In History and RE they have been developing rubrics just like this to help students answer longer essay questions and, rather than using the examination marking criteria, they have produced instructional rubrics that provide the scaffolds for different stages of the writing process. Take this example below where the rubric follows a paragraph by paragraph approach detailing what is expected from each stage which ultimately build towards a more complete answer.
Click the image to see a Google Sheet of this rubric (CLT staff only) |
A well thought out rubric can support progress and build confidence. |
Ian Stonnell @DenbighCPD