Strategies for Writing Rubric Criteria that
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1. Avoid copy/pasting the criteria from the district capacity rubrics.The language in the district capacity rubrics is teacher-facing. The criteria for success in these rubrics are meant to help teachers across all grade levels and subject areas understand what each capacity looks like at different levels of student performance. Presenting these criteria to students will likely confuse them. Instead, you should tailor the district rubric language to the assessment at hand in kid-friendly language.
2. Start tailoring the district's capacity criteria by replacing "Students" with "You".Starting each of your criteria for success with "You" places you in a mental conversation with your students, reminding you that you'll need to communicate your expectations in terms they will understand.
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3. Blend content criteria with capacity criteria.Tailoring the capacity criteria to specific assessments is often best achieved by blending subject-specific content criteria with capacity criteria. If the capacity is alternate perspectives, which issue are students examining from different perspectives? Which perspectives do you expect them to include? If you make these things clear in your criteria, your students are more likely to succeed in meeting them. Then, ask yourself, Are my students ready to demonstrate this capacity with this content? Without a good foundation of the content and an understanding of what the capacity looks like, they may not be.
4. Start with the "Meets Expectations" criteria.Envision what you want all of your students to be able to do with the unit's content on the assessment. What capacity will the assessment be calling on? (This is where it helps to have a model.) Once you have a clear vision of what student work should look like, start with the 3rd, or "meets expectations" criteria. Then, you can build out an analytic rubric with criteria that falls short or exceeds the expectations. Or, you might simply use these criteria in a single-point rubric.
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