The course I attended on using rubrics to support reading and comprehension was very valuable. We developed an in depth understanding of how rubrics give learners clarity and demonstrate where to next. Some compelling research that was presented included:
•Black & Wiliam(1998) have convincingly demonstrated the learning gains that can be achieved through well focused teacher-based formative assessment enhance students’ learning more than any other strategy across age levels and in different contexts.
•Hattie (2009) in a more recent study of major influences on educational achievement (using 800+ meta-analyses) found that formative practice, in particular self–assessment and feedback, had the highest effect sizes (i.e., impact on student outcomes) out of more than 100 different instructional and contextual factors.
Dylan William outlines five key formative assessment strategies:
- clarifying and understanding learning intentions and criteria for success
- engineering effective classroom discussions, questions and tasks that elicit evidence of learning
- providing feedback that moves learners forward
- activating students as instructional resources for each other
- activating students as owners of their own learning
Using a rubric is a straight forward, evidence based approach to meet many of the theories that research in education supports. I have had success implementing rubrics in my classroom and will continue to use this approach.