How can you improve student learning with rubrics and feedback?

1 What are rubrics?

Rubrics are scoring guides that describe the criteria and levels of performance for a specific task or assignment. Rubrics can be holistic, analytic, or a combination of both. Holistic rubrics assign a single score based on the overall quality of the work, while analytic rubrics break down the task into different components and assign a score for each one. Rubrics can be generic, task-specific, or student-generated. Generic rubrics can be applied to different tasks that share similar skills or outcomes, task-specific rubrics are tailored to a particular task or assignment, and student-generated rubrics are co-created by the teacher and the students.

2 What is feedback?

Feedback is information that is given to students about their performance, progress, or learning process. Feedback can be formative or summative, verbal or written, positive or negative, descriptive or evaluative, or a combination of these. Formative feedback is given during the learning process to help students improve their work, while summative feedback is given at the end of the learning process to measure the final outcome. Verbal feedback is spoken, while written feedback is recorded. Positive feedback is praise or recognition, while negative feedback is criticism or correction. Descriptive feedback is specific and objective, while evaluative feedback is general and subjective.

3 Why are rubrics and feedback important?

Rubrics and feedback are important because they can help you and your students achieve several instructional goals. First, rubrics and feedback can help you align your instruction with the intended learning outcomes and standards. By using rubrics and feedback, you can communicate your expectations clearly, measure your students' performance accurately, and identify the gaps and strengths in your instruction. Second, rubrics and feedback can help your students develop their metacognitive and self-regulation skills. By using rubrics and feedback, your students can understand the criteria and levels of performance, monitor their own progress, and adjust their strategies accordingly. Third, rubrics and feedback can help you and your students build a positive and supportive learning environment. By using rubrics and feedback, you can provide constructive and timely feedback, acknowledge your students' efforts and achievements, and foster a culture of collaboration and dialogue.

4 How to use rubrics effectively?

To use rubrics effectively, you need to follow some best practices. First, you need to define the purpose and scope of the rubric. You need to decide whether you want to use a holistic or analytic rubric, a generic or task-specific rubric, or a teacher-generated or student-generated rubric. You also need to consider the level and complexity of the task, the number and type of criteria, and the weight and scale of each criterion. Second, you need to design the rubric carefully. You need to use clear and consistent language, avoid vague or overlapping criteria, and provide descriptive and observable indicators of performance. You also need to involve your students in the creation or revision of the rubric, if possible, to increase their ownership and engagement. Third, you need to apply the rubric consistently. You need to use the same rubric for all students and tasks, unless there are valid reasons to modify it. You also need to calibrate your scoring with other teachers or peers, if applicable, to ensure reliability and validity.

5 How to use feedback effectively?

To use feedback effectively, you need to follow some best practices. First, you need to align your feedback with the learning outcomes and the rubric. You need to base your feedback on the criteria and levels of performance that you have established and communicated beforehand. You also need to link your feedback to the specific strengths and weaknesses of the student's work, rather than to their personal traits or abilities. Second, you need to provide feedback that is timely, specific, and actionable. You need to give feedback as soon as possible after the student's work is completed or submitted, while the learning is still fresh and relevant. You also need to give feedback that is concrete and focused, rather than abstract and general. You also need to give feedback that is constructive and supportive, rather than punitive and discouraging. You also need to give feedback that is goal-oriented and forward-looking, rather than outcome-oriented and backward-looking. Third, you need to encourage feedback dialogue and reflection. You need to invite your students to respond to your feedback, ask questions, and share their perspectives. You also need to prompt your students to think about their learning process, evaluate their performance, and plan their next steps.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?