This post is from a few weeks ago but we had the wrong link, now corrected. It’s a request from Jonathan in VA:
Ben –
Been away for a while. Wondering if the folks here on the PLC could throw me some feedback on my Daily Interpersonal Communicative Engagement rubric.
Shareable Link here:
https://docs.google.com/drawings/d/1s1K329evaOijCKxA6m8rl8qMZNtXzHFDDFcy5HfVTkM/edit?usp=sharing
A few notes:
1) I know that I have begged, borrowed and stolen from a ton of great minds in regards to this (Jen of jGR, Ben’s ideas and others). However, I have not credited anyone. Please forgive me. I can’t remember which pieces are mine (very likely none) and which are inspired (or verbatim) from others.
2) How I have this set up right now in my classes:
* I evaluate students on the main 4 things on this chart listed in the YELLOW bubbles.
* I do a ALL of these ALL the TIME (= A) ; Most of these Most the time (= B) and so on
* Since , to some, those statements might seem abstract, I delineate some examples of how they can demonstrate those 4 yellow bubble statements in the blue and green bubbles.
* Students are evaluated daily, and their ‘average” of all days gets entered into one Weekly “DICE” grade
* I periodically have students evaluate themselves on a Google Forms (some seem to hit right on where I’d put them, a few grade themselves harsher, and even a couple seem to put themselves higher than where they should be…)
3) Specific ?’s for y’all:
* Is 50% of their class grade too much / too little?
* Do you think that it is clear enough for students to know how they can achieve the grade that they want? (ie. do I need to provide even further breakdowns of specifics like “I rarely need to be reminded to track the conversation”)* Am I missing some obvious elements?
Other thoughts?
I definitely see this as a HUGE part of our day to day, and so I want to make it as clear and meaningful as possible. Always trying to shift that ownership to students as well.
Thanks everyone!
— Jonathan