Pre-Post Post-Its 3: Rubrics or Goobrics?

This post was inspired by an accidental encounter with an assignment rubric created by someone, or a committee, at my university. I do not know if the rubric is being used. I hope not, because it has 5 rows X 5 columns that contain a total of 860 remarkably ambiguous words, followed by a 362 word explanation — nearly four pages of information. No student is going to wade through such complex and lengthy verbiage for guidance on their work.

In contrast, I use a 3 X 4 rubric with 112 words. Much easier for students to decipher, but just as pointless if students don’t read it given that it is attached to about two dozen course assignments. So I decided to find out whether students do read it, with a third Post-It note survey, comprised of these items:

  • How do I feel right now?
  • I have read the rubric: a) before starting assignments, b) after receiving a grade for an assignment, c) both a and b, or d) I have never looked at the rubric.
  • For your answer to the previous question, why?

Similar to the previous Post-It note surveys, sixteen out of the twenty-one students present, or nearly 80 percent, stated that they felt badly in the one-word check-in. Twelve of these students wrote that they were tired. Three had neutral responses, and only two reported positive feelings. I’ll write more about this recurring problem in a future post.

For the second question, only two students commented that they had never read the rubric, but one of them wrote that they had already taken one of my courses and were familiar with it — so in effect 95 percent of the students who were in the classroom that day had used the rubric at some point. Nine students wrote that they read the rubric before starting to write, while ten students said that they had read the rubric both before and after completing an assignment.

Students’ answers to the last question included statements such as:

  • “So I know what to expect when my work is graded.”
  • “Wanted to know before [starting the assignment] how to do it, and after to see if I did anything wrong.”
  • “To make sure I can get the full amount of points.”
  • “That’s what you’re supposed to do.”

This is all good — the rubric seems to be serving its intended purpose and is not wasted effort or based on an incorrect assumption on my part.