The teachers went through the rubrics with the students showing how they are graded. Samples of work (one good and one poor) were shown to the students as well as how they are graded on the rubrics.
A very good inforgraphicby Sec 1 student.
Updated on 26 Jan 2021: Have the privilege of consultation with Prof Tan from NIE on the use of rubrics. Will definitely fine tune the one above.
Definitely enlightening on the value of using rubrics not only as a summative mean in assessment but also formative.
Also learned the importance of making clear to students how they can advance to the next level of learning via looking at the rubrics descriptor. To avoid quantitative criteria. For mandatory such as citation of source, it should be written as footnote. No need to put it in the rubrics. The rubrics should access their level of learning.
We can get the students to co construct the rubrics. However the teacher should be the one to create the criteria and the students will look at how each level is attained by filling in the adjectives in the descriptor.
One strategy which prof used is to mark and feedback to students how to improve on their work to achieve the next level without the score. The students will resubmit their work and then the original score plus the improved score will be released to them . E.g. original score 5 + 2
