Practices teachers and students may engage in to use rubrics to support their learning.

• Teacher identifies important criteria prior to developing a rubric.
• Teacher works with students to define what quality looks like through the sorting of papers into different levels or the analysis of exemplary papers.
• Teacher uses anchor papers to define the descriptors for the various levels of the rubric.
• Teacher models the process of assessing an anchor using the rubric students create.
• Teachers and students assess an anchor together.
• Small groups work together to analyze an anchor and then debrief as a large group.
• Individual students self-assess (GDoc) and teacher gives her feedback (color-coding process) to see if feedback comments are aligned.
• Peers work to assess each other’s work.
• Teacher uses a range of work to help students develop the language and criteria for a checklist or scoring sheet.
• Teacher works with students to help them understand how to use the rubric to move from one level to the next.
• Students set specific, realistic goals related to what they need to improve.
• Teacher builds in structured opportunities for students to reflect on and monitor their progress toward their goals.
• Teacher uses conferences with students to support their work toward the goals.
• Teachers design reflective prompts to help students think about their progress toward their goals.

Rubrics and feedback go hand-in-hand. A framework for helping students understand what quality feedback entails.