Checklists and rubrics can be used for formative and summative assessments. An important reason to use checklists/rubrics is for learners to have written clarity of expectations to which they will be held. For many learners, at any level, even after having been told requirements or given a paragraph or list of written requirements, having a checklist serves as a helpful reminder.
For many students, a single-point rubric (aka checklist) often is a good choice, as items on a simple checklist will be more readily read and recalled. If you are adapting a single-point rubric from detailed rubrics, you could use one of the middle indicators for your checklist. Jeffrey Beaudry provides spaces for his feedback on the checklist he uses with his graduate students.
Though it’s a good idea for you to design a draft to have on hand as needed, having students take the lead in creating or co-creating their assessment checklist or rubric is ideal. With a sense of ownership, students will be most likely to strive to accomplish rubric indicators (Often students come up with more stringent lists of requirements for an assessment rubric than their teacher would.)
For students’ involvement, you could have students first individually write lists of draft indicators. Student pairs can share their lists with each other to get further ideas. Students then pass their drafts to you and you assemble a draft rubric based on students’ lists and your own thoughts. Show your draft to the students and see whether they think there is anything else that should be added.
Kailey Smith describes how, with structures she provided, reluctant learners took the lead in successfully developing their assessment rubric.
Students’ Self-Assessments
An advantage of having students self-assess using a checklist or rubric is students are reminded of quality product or process elements. Students’ self-assessments also are great as a part of your formative assessments of students’ progress. Using rubrics for students’ self-assessment, also underlines the importance to students of reflection – a metacognitive stance foundational to inquiry.
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