My school switched to SBG this year and we’ve been tasked with creating our own learning targets and rubrics. This is a change I’ve been wanting for years, so I’ve been excited to dive in. Each standard gets broken down into one or more learning targets; each learning target gets a rubric. The learning targets need to have enough scope to be used throughout a unit across multiple lessons as well as a narrow-enough focus to allow for specificity at each stage of the rubric. I like the system that I’ve come up with so far, but it is still a work in progress.
Creating the Learning Targets and Rubrics
I want to make sure the rubrics mirror the learning progression presented in the curriculum. This means, I’ve relied heavily on the unit narrative, the lesson learning targets, the cool downs, and the mid-unit and end-of-unit assessments.
Using the Rubrics
#1. I introduce each learning target to kids as we get to it in the curriculum. (I use Morgan Stipe’s slides posted on OpenUpResources.org as the base for most of my lessons.)
#2. I remind kids of the learning targets during the Lesson Syntheses and clarify which part of the rubric we are working on.
#3. I include the learning target on each Cool Down and use it to grade their work.
#4. I reference it again when I return their graded Cool Downs.
#5. I rearrange the mid-unit and end-of-unit tests to match the rubrics. Sometimes I’ve had to remove or add questions:
These are very much a work in progress, but have been functional thus far.
Level 1 is the lowest students can get. Level 2 is approaching standards. Level 3 is meeting standards. Level 4 is supposed to be exceeding standards. I want to make sure students have the opportunity to earn a Level 4 either on projects and/or the end-of unit tests.
Questions/comments/suggestions are always welcome!