criteria - a standard of judgement: a rule

Educators world wide are recognising the need to involve the learner in his/her assessment and evaluation. After all, it doesn’t truly matter if the teacher and parent know a child’s specific strengths and weaknesses. If our students are not aware of where they are, where they need to go and how they can get there...HOW WILL THEY GET THERE?

Interestingly, providing the learner with opportunity to self assess and evaluate, is not enough. How often have we invited our learners to judge their work, only to ask, “Has this child evaluated the same piece of work that I have just looked at?” Most students will award themselves a smiley face (Primary) or a 10 out of 10 / thumbs up (Upper Elementary) for one of two reasons. Firstly, they want one! Secondly, they see their effort in a positive light, if they worked hard. It matters little to them if that effort was directed in an entirely incorrect area, or if that effort neglected to address required elements! At the secondary level this pattern is repeated. Often, teachers provide a number scale as the reference guide: Content is worth 20, presentation 10, grammar, spelling and punctuation 10 etc. Although, on first consideration this approach may seem more specific, could we as teachers justify an 8 vs an 8.5? A child may know that the top mark for presentation is 10, but does that knowledge alone enable the learner to achieve to that level?

If learners are expected to realistically and effectively assess and evaluate their efforts, they must be provided with the very criteria that will be used by the outside evaluator. This will reinforce the outcomes that the learner is required to meet and will ensure that they possess the necessary tools to do a responsible job.

Involving the student in the development of the criteria is also critical if understanding, internal valuing and motivation are to be realised. The provision of 'exemplars' for student investigation, will assist the learner in their early attempts to develop criteria independently. Certainly, as a class member, teachers can freely include aspects that may have been neglected by students. Effective criteria will be recorded in ‘kid speak’, it will be specific, observable, measurable and realistically achievable today. Let’s consider this 'criteria for criteria™'

criteria for criteria™.

kids speak
Criteria should be written in language that can be understood easily by the learner. This may necessitate the use of pictures, audio, as well as synonyms. It is critical that the criteria not be modified from that which will be used by the teacher...simplify language don’t modify criteria.

specific
This focus area likely represents an educator's greatest weakness when developing criteria for student use. Language such as rarely, seldom, usually, often, sometimes, may NEVER be used when developing criteria. What does 'rarely' mean? One can be assured that 'their rarely' and 'our rarely' are rarely ever construed to mean the same thing! Criteria inviting learners to include ‘detail’, criteria requiring ‘creative’ inclusions, must also be avoided. The use of subjective language results in confusion and inconsistency.

observable & measurable
Truly accurate assessment and evaluation, can only be achieved by referencing evidence in relation to criteria. By developing observable and measurable criteria, evidence can be readily identified and gathered for use by students and teachers to substantiate their evaluations. Evidence may include print material, a video or audio tape, photographs, a cd, dvd or world wide web internet site. An assessment practice which is valid, comprehensive and educative must be diverse and inclusive.

realistic
Success breeds success. As a result, learners should be provided criteria that can be realistically achieved at the time of its administration. Learners are often provided criteria which indicates a level of expectation at the end of a school term or year. A student's attempt to meet such guidelines often results in a frustrating and futile quest. Criteria needs to reflect the developmental nature of learning by offering the student a sequence of outcomes in relation to the desired end. As learners address and meet challenges which are realistically achievable, the confidence in their ability increases, internal motivation is heightened, and further successes experienced. Rubrics should be utilised in this regard.

rubrics
Rubrics sequence criteria into levels, providing a developmental continuum of outcomes. Use of a rubric enables students to see skills, knowledges and attitudes in relation to each level of accomplishment; and select the level most appropriate to their own. Self esteem is developed and motivation increased as students feel in control of their learning and ultimate success. Learners no longer face the frustration of learning which is too easy or too difficult as extension and reinforcement are infused seamlessly into the rubric format.

Student self evaluation with criteria, aims to empower the learner in his/her ability to legitimately recognise and understand personal areas of strengths and struggle. To this end, the eventual goal of criterion use should be student written report cards. In support of this endeavor, the language used in the development of a rubric should reflect the language used on the official school reporting form. Examples include: beginning to develop, at expected level, above expected level; beginning, consolidating, established; novice, apprentice, practitioner, expert; one star, two stars, three stars. Select that which works best for yourself and students.


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