BCTELA

Dean Norris-Jones is an English teacher at Reynolds Secondary School in Victoria, and is currently working on his Masters in Education at UVic. His goal is to enable his students to become better writers.

Dyed–in–the–wool English teachers aren’t jazzed by the idea. They claim it’s too complicated, too inefficient, too much work. Students won’t understand it. Flavour of the month, that’s what it is. This, like the Year 2000or some other New Age quackery, is a fad that will fade or be piled onto the junk heap of other failed educational experiments. “Oh please!” they groan as if that and the tone of their voice were all the evidence needed. From their lofty pulpits they rant, “Leave me alone; I do what works for me.” It will, they believe, die a slow and painless death. Me? I’m open to the possibilities. I love what rubrics do for my teaching and student learning. Here’s why…

Because rubrics are easy to use. A rubric, the written-down version of criteria, with all its score points described and defined, provides information that students and their parents find easy to absorb. Usually presented on one page, the rubric provides clear, concise information (Earl, 2003). Through experi- ence I have found that student- generated rubrics, written in student-friendly terms, have more value than the institution-issued rubrics, the ones riddled with teacher talk. In my classes, I have found that allowing students to be part of the process engenders a kind of owner- ship that enhances their understanding of the writing process, because using rubrics involves a fundamentally different approach from asummative one. I am moving away from using score points to describe student achievement. This process, I am discovering, takes more time, as my students are still trying to get their collective heads around the idea that a rubric is as much a learning tool as it is a form of assessment.

Because rubrics make teacher expectations crys- tal clear. For me, a rubric is like a road map. While I’m interested in my destination, I need to know how to get there before my journey begins. There is no value in keeping my assessment criteria a secret from students. No exclusive club, no secret hand shake. If students know what matters and what my expectations are, it makes it much easier to clarify instructional goals and for a student to reach targets (Earl, 2003). Rubrics do this. A rubric designedto assess an English 12 student’s writing, for example, may comment on the importance of using a variety of sentence patterns and the dangers of passing sentence fragments off as if they were complete thoughts. Unless the writer is trying to display some kind of stylistic brilliance. If the student feels confident enough to take risks because he understands the criteria, then the rubric is doing what it is meant to. Obviously some students figure it out on their own when assessment criteria are kept from them, but others feel like improving their writing is a giant game of pin-the-tail-on-the-donkey, where some students end up frustrated by the whole cryptically- shrouded process.

Because using rubrics is an important step toward deeper understanding. That’s true, especially when coupled with another approach. Good rubrics are the foundation of teaching and learning how to become a better writer, but “students need to have visible images of what excellence looks like” (Earl, 2003), so I have found the use of exemplars augments student knowledge, which enables them to develop “progressively through a series of cognitive tacking maneuvers” (Earl, 2003). Rubrics are great as long as they are coupled with exemplars; there is no substitute for “seeing” quality writing (Earl, 2003).

Because rubrics provide students with informative feedback (Andrade, 2000). When I receive a teaching evaluation from my principal, I hope and expect the report describes my performance, both the areas that show where my teaching is effective and the improvements I need to make to become more effective. It is not much more than common sense, but it is one valuable key to learning. That said, when it comes to their strengths and areas needing improvement, well-written rubrics can speak to a student’s deficiencies specifically by spelling out what it is about the piece of writing that is weak. The rubric is both diagnostic and prescripive. Conversely, a tightly-crafted rubric can provide feedback to the stronger writer, offering a critique about what is done well and why it is so proficient. Either way, students learn more from a rubric than they could ever hope to learn from a letter grade or a number sitting atop their assignment’s cover page.

Because rubrics support learning for students and teachers. This is where self- and peer-assessment become valuable learning tools. In a study on the effects of rubrics and self- assessment on learning and metacognition conducted by Heidi Goodrich, she found that students who use rubrics to assess themselves learn more (Andrade, 2000). Anecdotal evidence in my classroom supports this research. I have stu- dents involved in the process of generating rubrics written in student-friendly language; I have students engaged in evaluating their own work and the work of others. This, of course, is bolstered by the use of exemplars. For teachers, the use of writing rubrics provides guidance for future instruction. It allows me to tailor my lessons so that I can more effectively support student learning. One way to accom- plish this is with a brief one-on-one conversation with a few students each class; our short discussion might center on an analysis of the student’s self-assessment or specific strategies to improve a particular piece of student writing. Using the rubric as a springboard, these interactions are powerful ways to connect with students and their writing. In a two week rotation, I can meet with every student in class. If the rubric provides the “what” then instructional practice provides the “how.”

Because rubrics support skill development (Andrade, 2000). I have been using rubrics to evaluate student writing for most of my career. It is only in the last few years that I have begun to use rubrics as an instructional tool. My perception that students who use rubrics become better writers is supported by research done by Heidi Andrade who looked at two groups of grade 8 students. The group that received the rubric beforehand enjoyed better results on the three essays written over several months. The results, statistically significant on one essay, seemed to suggest that simply handing the rubric out helped students write better (Andrade, 2000). My experience suggests that only handing out the rubric is not enough; it must be met with related activities— like using exemplars, having one on one discussions, and having students writing student-friendly rubrics—to have stu- dents more completely understand how the rubric criteria can meaningfully improve writing.

Because rubrics support the development of understanding and thinking (Andrade, 2000). After having gone through the process of learning about rubrics, I surveyed my students and asked them if they understood how they were being assessed and if it helped their writing. One student observed, “It makes it easier to know what I need to get an A,” whileanother student commented, “This is a more personal assess- ment which is always better and more encouraging. I like it because I understand how to improve.” Even some of the better student writers, however, are still locked into the notion that the best descriptors are letter grades. Again, it is a process, one that will take time and a variety of approaches. My experience tells me that it occurs slowly, but this understanding is beginning to be internalized by more and more students. I like to think of it as the “a-ha” moment. Once the light bulb goes on, a student’s writing begins to improve significantly. Most skills need to be practiced to develop, so students who read and write for pleasure make the greatest strides, but teenagers who now know what is being asked of them respond well to this formative assessment strategy. Because the use of rubrics raises important ques- tions. Questions like… What is the best way for rubrics to have a meaningful impact on student writing? How might the use of rubrics be implemented within a department? Is it appropriate for administrators to make the use of rubrics mandatory? In order for students to internalize the process of using rubrics to develop their writing, what will have to happen in the typical classroom? What is the most successful way to share withteachers about the use of rubrics as a powerful tool in the improvement of student writing? Because student use of rubrics makes them better writers. And that’s all the reason I need.

References

Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership. 57(5), 13-18.

Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks: Corwin Press.