Today, we will take another look at the Rubric we are developing for our Spoken Word Workshop. In two recent posts on this topic here and here, we characterized the Rubric as a "checklist", something students and Teaching Artists could both use to assess whether or not students have met the criteria for the assignment.
We asked for feedback, and a reader helpfully pointed out that calling a Rubric a checklist might not be totally skillful or accurate. In fact, our commenter explains "A rubric specifically refers to the grid that defines for the students how close to mastery they are. You would need to define the each step on the range of mastery for each criteria, from developing skills to proficiency, in order for it to be a proper rubric."
Ok, cool. Let's try that.
After observing the student's performance of the assignment, the TA will use this scale to provide appropriate feedback. (Since this workshop will be conducted out of school time, or after school, I would probably not announce the numbers, because numbers sound too much like grades, and I am not required to issue grades.)
5 proficient; the poet exceeds all expectations
4 competent; the poet meets all expectations
3 satisfactory; the poet approaches all expectations
2 emerging; the poet approaches some of the expectations
1 beginning; the poet does not adequately address the criteria
Hey, it seems to me that by adding a scale, or a numerical scoring system to our rubric we increase its usefulness, and we don't lose anything in the bargain. Without the scale, the rubric can still be used a checklist to make sure students have met the basic criteria for the assignment. But with the addition of a scale, the Teaching Artist is now in a better position to actually assess the quality of the work and give appropriate and useful feedback.
Review the draft of our new proficiency scale above, and, if you have a moment, please let me know how you think it affects our rubric. The original rubric is reprinted below and links to the related posts are here, here and here.
Criteria #1 RHYME
Does the poet employ rhyme? Yes/No
Criteria #2: COMMON LITERARY DEVICES
Does the poet employ at least two of the following common literary devices: alliteration, repetition, onomatopoeia? Yes/No
Criteria #3: ADJECTIVES or DESCRIPTIVE WORDS
Does the poet use at least three adjectives, or descriptive words? Yes/No
Criteria #4: METAPHOR or SIMILE
Does the poet use at least three metaphors and/or similes? Yes/No
Criteria #5: POINT OF VIEW
Does the poet express a strong personal point of view, or a strong opinion? Yes/No
Criteria #6: VOLUME & CLARITY
Can the poet be heard and understood by the audience? Yes/No