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Working with Students

Page history last edited by LCI, Ltd. 12 years, 4 months ago

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. 

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