Most students are naturally motivated to express
knowledge about their worlds. But how can we motivate those few who
show lack of interest in class. Clear rubrics, I have found, carry
a student from indifference to delightful understanding of any topic.
Whether solving a complex problem, or constructing real world products,
rubrics show students exactly what is expected, and take guess work
out of assignments. Apathy often results from not knowing expectations,
so frustrated students simply give up.
When the hare scolded Alice for not saying
exactly what she meant, she, like some faculty, protested: "I
do. At least – at least I mean what I say – that’s
the same thing, you know." Like some students the Hatter saw
mixed messages and felt confused.
"Not the same thing a bit!"
said the Hatter. "Why, you might just as well say that, "I
see what I eat is the same as I eat what I see." (Lewis Carroll,
in Alice in Wonderland).
According to Schmoker (1996), rubrics provide
three benefits:
First, they provide good performance by clearly defining that performance
and showing that such work is achievable.
Second, they provide better feedback than the current system by requiring
more precision and clarity about criteria for evaluating student work.
Third, they bring a welcome end to the disheartening experience we
have all had: handing in an assignment without really knowing how
the teacher will evaluate it and with no idea whether the teacher
will think it excellent or shoddy.
Motivated students reach forward to solve world
problems and backward to tap into wells of past knowledge and experiences.
Or, as a brain specialist might say, they activate intelligences or
specific domains in their brains. Rubrics provide precise benchmarks
for diverse assignments which propel students toward a clear destination.
When we create a rubric or indicator with students
we offer them tools for success by highlighting grade expectations.
Rubrics identify specific criteria expected, show where each benchmark
is met and indicate specifically how to improve personal performances.
Clear rubrics provide practical checklists which motivate students
to move sequentially through an assignment.
With expectations students check off areas
of strength, such as:
identifies relevant and meaningful
problem
creates effective responses or possibilities
applies specific ideas from the text or research to solve the problem
contributes data from current interview with one or more people
displays adaptations for accommodating one's individual abilities
suggests excellent recommendations for future consideration of the
problem
illustrates communication skills in presenting several perspectives
of the problem
Rubrics dispel indifference by simply creating
pride and excitement. They guide students not only toward quality
assignments, but also show how they can achieve quality rewards. You
could say that to give students a rubric is to provide them a map
and ensure an eventful trip to treasures ahead. While apathy and adventure
tend to kill one another off in wars against indifference, rubrics
ensure that adventure will win.
Schmoker, M. (1996). Results: The Key to Continuous
School Improvement, Alexandria, VA: Association for Supervision and
Curriculum Development.
