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
Math Mindset and Attitudes Survey
Update 5/17/2022: I created a URL that should allow you to make a copy of the google form directly, without having to reach out to me. Here is the link to the copy of the master google form, which you'll then be able to edit and have ownership rights. Let me know if that doesn't … Continue reading Math Mindset and Attitudes Survey
Equalizing Practice and Assessment (Part 2): What You Value Should Be What You Assess
Have you told your students how much you value honest attempts at solutions to a problem? Even incorrect solutions? Then you have to assess this way. You can't tell students that you value their incorrect attempts at solutions when you take off points when they get an answer wrong. Worse, you can't say you value … Continue reading Equalizing Practice and Assessment (Part 2): What You Value Should Be What You Assess
emergent math 