This is the sixth and final installment of a mini-series on rubric design and use. Be sure to check out the other posts as well as the initial post. Your grades are qualitative data, not quantitative data. Whether you’re using a rubric on a complex task, or assigning a number out of 100 from a … Continue reading Part 6: Scoring with Humility

## Part 5: Teaching with a rubric and teaching the rubric

This is Part 5 of a mini-series on rubrics. Be sure to check out the other parts as well as the intro post. Now we can have some fun. Creating a rubric is indeed hard work. Common indicators help streamline the process, but it still takes time to create and score them. But now that … Continue reading Part 5: Teaching with a rubric and teaching the rubric

## Part 4: Scores, scoring, grades, and grading

This is Part 4 of a mini-series on a rubric masterclass. Be sure to check out the Intro post and subsequent posts. Before we get to it today, I want to offer a bit of a warning: this piece of rubric-land gets very sticky, very fast. It represents the tension between our aspirations as growth-minded educators and … Continue reading Part 4: Scores, scoring, grades, and grading

## Part 3: Defining Proficiency & Moving Outward

This is Part 3 of a mini-series on a rubric masterclass. Be sure to check out the Intro post and subsequent posts. Once we’ve identified our specific and common outcomes, we need to identify specific markers that will indicate where students are on the spectrum of proficiency. In fact, that’s where we get our next little bit … Continue reading Part 3: Defining Proficiency & Moving Outward

## Part 2: Establishing Common and Specific Outcomes

This is Part 2 of a mini-series on a rubric masterclass. Be sure to check out the Intro post and subsequent posts. We've spent the last 5+ years in the math education community advocating for teachers and students to have a growth mindset. We tell students that they can and, in fact, do continue to … Continue reading Part 2: Establishing Common and Specific Outcomes

## A Rubric Masterclass Part 1: Selecting Rubric Worthy Tasks

This is Part 1 of a mini-series on rubrics. Be sure to check out the Intro post and subsequent posts. It took me a while to figure out the whole rubric game. I'll admit, I was relatively anti-rubric in the middle of my career. Maybe that's because I wasn't shown how to construct one. Maybe … Continue reading A Rubric Masterclass Part 1: Selecting Rubric Worthy Tasks

## A DRAFT rubric to assess the Common Core State Standards of Mathematical Practice

The Common Core Standards of Mathematical Practice (MPs) have been available for a while now. They lay out eight habits that mathematicians embody. They've been instructive in what to teach and how to teach. They've also been helpful in providing a comprehensive vision of what math classrooms can be. MP1. Make sense of problems and … Continue reading A DRAFT rubric to assess the Common Core State Standards of Mathematical Practice

## Specifics before Strategies

In this blog post, we'll explore how to get specific with math or non-math classroom issues before we develop strategies. We'll also see an example of how to build a rubric from the ground up. === “My kids just won’t work together.” This (or something like it) is a common complaint I hear during professional … Continue reading Specifics before Strategies

## Your Student Portfolio System Begins Now

As we transition back into School Mode, I’d like to offer a brief encouragement to use this school year to establish a system of student portfolios. If you’d like a “why” around this, I’ll point you to my Shadowcon Talk from a couple years ago. https://www.youtube.com/watch?v=aKgyvk28STM If you’d prefer not to watch a video, here … Continue reading Your Student Portfolio System Begins Now

## Portfolio Problems: Rebuilding Assessment with Rich Tasks

We have the technology. We can rebuild assessment. We can make it better than it was. Better, stronger, more accurate. We all understand how assessment has served as a destructive force in our classrooms. And we’re all to blame. While the obvious perpetrators of destructive assessment are those foisted upon us by states and districts, … Continue reading Portfolio Problems: Rebuilding Assessment with Rich Tasks