Students feel more engaged when they have the chance to determine criteria for how their writing will be assessed.
Example:
At the beginning of the term or before an assignment, students are invited to brainstorm what they think counts as excellent writing. Students then discuss their definitions in small groups, and share their consensus and conflicts with the class. On the board, develop a rubric for written assignments with the class based on this exercise.
Further Reading:
United Federation of Teachers – Student-Created Rubrics
Berkeley Graduate Division Teaching and Resource Center – Grading Rubrics
Depaul University Teaching Commons – Types of Rubrics
The Graduate Center, CUNY The Teaching and Learning Center – Essay Rubric
Elbow – Writing with Power (1998)
Bean – Engaging Ideas, Chapter 14: Using Rubrics (2011)
Created by Kaitlin Mondello
Reviewed by Louis Olander
Categorised in: (6) Executive Function, (7) Recruiting Interest, (8) Effort and Persistence, (9) Self Regulation, ACTION AND EXPRESSION, ENGAGEMENT