Rigor+in+Rubrics

Adding Rigor/Differentiating
 * ﻿Rigor in Rubrics **
 * One way to differentiate learning is to extend assignments to challenge students who may be able to meet the standards on their first try.
 * These exceptional students should have to stretch themselves and add to their knowledge base to demonstrate progress, and the rubric should include a level that reflects that.

Rigor within the Rubrics


 * In most cases, teachers can review the state standards and write the descriptors for meeting the standard in the level-3 column.
 * Then, they go backwards and fill in the descriptors for level-2, which indicates that a student is making progress, and level-1, which indicates a student is a novice and will need extensive interventions.
 * The descriptors for a score of 4 on a rubric can challenge students to extend their knowledge and skills.
 * The criterion in level 4 should generate discussion throughout the instructional process.
 * Kay Burke points out that, "Students might want to know what it means to be 'original and creative.' The teacher might suggest that if he or she tells them what original work looks like, it might not be original anymore. Students don't like ambiguity, but sometimes they need to discover for themselves the meaning of these terms and go outside the box to achieve intellectual independence."


 * Think about the rigor and relevance framework when writing descriptors for column four. How can you "bump it up" a level?