**Four-Point Rubric:**

Full Accomplishment:

- Kevin
- Maurio
- Oloed

Proficient Accomplishment:

- Andrea P.
- Nicole
- Sendy
- Gregory (note that he worked many problems equaling 20)

Partial Accomplishment:

- Bailey

Little Accomplishment:

- Joshua
- Andrea D.

**Amazing Equations:**

- Kevin:
- Organization of Info:
- Math Accuracy: 4
- Explanation: 0
- Total: 8/12

- Maurio:
- Organization of Info: 4
- Math Accuracy: 4
- Explanation: 08/12

- Joshua:
- Organization of Info: 4
- Math Accuracy: 0
- Explanation: 0
- Total: 4/12

- Andrea D.:
- Organization of Info: 4
- Math Accuracy: 0
- Explanation: 0
- Total: 4/12

Initially I favored the 4-point rubric because I could easily categorize the work into “got it” or “didn’t get it” categories then re-categorize from there. But, ultimately, I preferred the “amazing equations” rubric because they rationale for categorizing was more defined. I believe that giving students more, specific feedback is more productive than a better overall grade. This is always a learning experience (except on those high-stakes tests) and should be viewed as a way toward improvement. The 4-point rubric could be improved by assigning numbers to specific expectations for improved feedback.

Advertisements

After looking at how you rated these students, I think that I definitely need to loosen up on how I grade. I think I may have been a little harsh with some of these poor children!! I also think that I used the Amazing Equations Rubric incorrectly…ANYWAY. I definitely agree with your point of view about the rationale being more defined, with specific categories, and higher grades for the students. If I had used the Amazing Equations Rubric correctly(which I didn’t), then my analysis of the two rubrics would reflect this but unfortunately you may be a little confused reading my blog after reading this!! Sorry!!

LikeLike