Instrument 6 Phase 2
Title
Working with Rubrics
Explanation of how to use Rubrics based on the OICO-Principles
Self-evaluation is ideal when students are allowed to direct their own learning processes. That’s why the teacher should accept the student’s feedback and adapt the context when needed. When we connect self-evaluation to the context ‘Time’ (See Guide to Strength-Based Learning, Part III, The Contexts) , a student can keep track of his or her own progress by using the Week Planner and Goals Planner – School and - Life Path. This however doesn’t concern the progression of the student in comparison to the rest of the class (group), the curriculum or academic expectations. Hence, in order to ensure that the learning process is self-directed, we work with ‘Rubrics’ that are shared with each student. In this way, each young person is able to see from where he or she has come (i.e. what could I already do?), where he or she is now (i.e. what can I do now?) and to where he or she is going (i.e. what will I be able to do?).
The setting up of ‘rubrics’ takes time (and effort). They need to be as concrete as possible so that the young person is able to see the next step. By using the OICO-principle as a basis, we ensure that the integration of higher-order skills are made clear. It’s for that reason that we always place the integration of skills or diverse behaviours under ‘Originality’. However, when we think in terms of the categories of competences, we often see that learning-processes do not proceed farther than ‘Imitation’. In other words: ‘I do this in the way that I was taught and am expected to do’.
Rubrics that are more elaborated make it clear what the student should be able to do in order that higher order skills can be performed independently and utilized at the appropriate time and level. In the example given below (see rubrics chart below), all of the aspects of creative writing are elaborated. In this way, the learner can decide for him or herself what skill they want to improve. They can also decide to postpone working on a sub-skill that they do not yet master. Sometimes working on a skill that one prefers helps to remove learning blockages. Learning is also about being able to let things rest and later taking them up again when they feel more confident or peaceful.
Note
What are the prerequisites for using Rubrics for evaluation?
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A rubric is based on a higher-order skill
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Sub-rubrics consist of sub-skills of a higher-order skill
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For each sub-skill, one determines what is understood under the categories of Observation, Imitation, Creation and Originality (OICO).
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The rubric is completed with concrete observable behaviour or concrete observable results, not with subjective or moral terms. We avoid the word ‘able’. What you can or are able to do is not observable behaviour. In this way judgements can be made based on what you have SEEN the student do.
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When a sub-skill concerns knowledge, then, the first question that one asks is how this knowledge can be used within the context of a higher-order skill. The ‘how’ of knowledge can be transformed back to a sub-skill.
The analysis of this Rubric makes it clear that:
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The sub-skills at the top of the Rubric are connected to the sub-skills placed lower on the chart.
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The young person has a clear overview of what it takes to write a strong text.
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A young person is able to determine his or her own learning trajectory or path. For example, a student could initially choose only a few sub-skills under ‘Observation’ and ‘Imitation’, or for all of the sub-skills at once in order to jump to ‘Creation’. Or a young person could work step-by-step on each sub-skill until he arrives at ‘Creation’ and ‘Originality’, before going on to the next sub-skill.
