Document Type
Article
Publication Date
Spring 2-1-2022
Abstract
After some reading on developing and using rubrics I shifted to more formative rubrics that helped me to provide better feedback to students on where they could improve (and yes, also help with the grading load). Ultimately, using rubrics in an equity-minded grading practice (Feldman, 2019; Ragupathi and Lee, 2020). For Feldman, “what makes rubrics such a valuable strategy for equitable grading is that what distinguishes one score from another is explicitly described. With a rubric, the teacher’s considerations and definitions of quality are now made manifest for everyone to access. The students don’t have to guess or infer how to succeed” (2019, p. 189). Additionally, rubrics hold us accountable because they force[ ] us to share the target, to describe what it means to hit the target and what it looks like to fall short; it ensures that we leave that target where it is so that everyone can hit it” (Feldman, p. 190).
Recommended Citation
McCartin, Lyda, "Rubrics! An Equity-Minded Practice" (2022). CETL Blog. 3.
https://digscholarship.unco.edu/cetl_blog/3