2013 Title I Conference

Clearly stating task or product expectations before student work is done is a critical element in building student success that can be overlooked –- too often, it is assumed that students intuitively know what is expected of them. From clarifying task or product expectations to focusing, pacing, and motivating primary-level students, the effects of well done rubrics on student performance can be profound. Primary-level task checklists and formative product criteria cards facilitate communication between students and teachers and play a key role in the development of rubrics. Determining the formative or summative purpose of the assessment to be done then dictates the direction rubric design will take. Subsequent decisions will address whether the rubric will be holistic or analytic, simple or complex, or task specific versus unit appropriate. Rubrics and task/criteria cards developed by teachers across the country will be shared.