So in my last post, I was full of complaints and frustration. I was disappointed that the rubric, which was sort of the cornerstone of my year, had proved somewhat difficult for me and the students to use at quarter-end. I had thought that it would reveal so much about each student, that it would be able to demonstrate his or her work and progress. And yet, I only blame myself for half of its failure. The other half is also my fault, but I don’t blame myself for it.
First, mea culpa. I was thinking that the rubric would be the key to understanding everything about a student’s performance. But if I had just read the damn thing, I would have seen that it only comments on homework and class work. OK, and it has (used to have!) a place to talk about writing. But that’s it! What about content? Nowhere on that sheet does it say: “mastered the material” or “learned the vocabulary” or “can discuss the main issues.” And I’m going to go out on a limb here and say that learning the content of the course is the most important thing. (Will I need to retract that statement?)
Second, and this is not so much my fault. I’m still learning too! I don’t know how to create a rubric . . . yet! So I started with a rubric created by the fabulous Jen Fleischer, and then I tweaked it to suit Social Studies. But I didn’t know what I didn’t know. So there were some problems. And I fixed them. And you can learn all about it in my next post. Which I’m going to write right now!