Recently I finished a marathon of grading portfolios, and grading revised portfolios for my students. It’s a stressful and busy time, but the one thing I’m very happy about may be the method in which my usage of holistic rubrics allows me to focus this grading focus on student development in reading, writing and thinking.
A couple of years ago I used analytical rubrics.
These are the rubrics that function a lot more like a checklist, where students will get 10 points for his or her thesis statement, and get 7 points then with their usage of evidence. A rubric that is holistic, generally describes what a product (such as for instance an essay, analysis paragraph etc.)
appears like at each and every level, like this example from my “Analysis Writing” rubric:
- Student identifies details that are strongly related the written text overall 1 and therefore clearly connect to one another, even though the connection might be less interesting or clear than at the Honor Roll level.
- Student accurately describes the device( that is literary) (aka “writer’s moves”) discussed
- Student clearly and accurately describes an important idea through the text overall 1 , though the >may not be a nuanced interpretation. However, the interpretation continues to be abstract, although not clichйd.
- Student cites ev >attempts to use us into the most way that is useful
- Student completely explains the connections between details (ev >attempting to make use of signal words to describe relationships between ideas
While the bullet points get this to rubric look much more “analytical,” the truth is in holistic way that I use it. I have just unearthed that students fine it better to grasp a rubric this is certainly split up into pieces, rather than two long and complex sentences that describe essentially the idea that is same.
After making use of these rubrics for 2 years (with a few minor revisions in language) We have seen them help students grow a lot more than my analytical rubrics ever did, and even though I don’t spend time that is much” the rubrics to my students. Listed here is why I’m now such a fan of these rubrics that are holistic the way they are in reality facilitating the improvement of student writing as opposed to simply recording it.
1) Feedback, not grades, is the goal. Holistic rubrics support this. Through the majority of a term I give students in my own class tons of feedback to their writing and minimal feedback via grades. They could get a 100 away from 100 for simply completing an essay, no matter if it still needs a lot of development. Because my rubric is holistic and tied to terms like “Meet Expectations” instead of giving points for some other part of the writing, it is easier for students to understand how their first draft needs substantial revision in order to “meet expectations” and even though their completion grade (which uses points instead) is 100/100.
2) Good writing and mediocre writing can receive the same score on an rubric homework assignment that is analytical. I’ve run into this dilemma some time time again.When I used analytical rubrics to grade essays I often found that simple, formulaic writing with a 1-sentence thesis statement and some basic evidence with some little bit of explanation often received the same point value as writing where the student made a more nuanced point, or used more interesting evidence that connected towards the thesis in interesting ways, or higher important developed from the beginning into the end. Often this is as the categories I measured were really and truly just components of the essay: one category for thesis statement, one category for evidence, one category for reasoning, etc. With all these parts separated there clearly was no way that is good of how well the writing flowed or was created. It meant there was clearly no good way on my analytical rubric there was no good way to fully capture how students were taking chances, and important element of writing development.
3) Holistic rubrics are just better at assessing the way that the elements of an essay come together. If the essay that is wholeor any piece of writing) is described together it became easier in my situation to parse out that which was strong and weak about student writing. Take a example that is recent I was giving students feedback about a fairly standard essay in regards to the memoir Night. They needed to move up ion the rubric, I quickly realized that their reasoning and explanation of their evidence needed more work as I was reading student essays and considering what feedback. More specifically, students were basically paraphrasing their evidence as opposed to actually explaining how it supported their thesis. Whenever I used to utilize analytical rubrics I would have thought this is an isolated problem within the “reasoning” section. However, I realized that part of the reason the student reasoning was lacking was because their thesis statements were overly simplistic because I was using a holistic rubric and looking at the essay more as a whole. It is hard to develop interesting reasoning because, really, what was their interesting to say? Thanks to this holistic view I was able to give students feedback that helped them develop a stronger thesis and then revise their reasoning accordingly when you have an overly simplistic, obvious thesis statement.
4) Last but not least, holistic rubrics make grading simpler and faster. You can find far fewer decisions in order to make about a student grade if they get one overall score as opposed to five or seven different scores for each part of a piece that is writing. Fewer decisions means faster grading. While I would personally love to tell you this faster grading leaves me with an increase of time for personal pursuits, the stark reality is it simply leaves additional time for giving more meaningful feedback, concentrate on trends I see in student writing by class, etc. While i may never be able to escape work, I am able to make work more meaningful, also it certainly helps you to make grading fun and enriching.