{"id":7659,"date":"2018-01-19T00:00:00","date_gmt":"2018-01-19T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/the-single-point-mastery-rubric\/"},"modified":"2022-12-05T12:35:08","modified_gmt":"2022-12-05T17:35:08","slug":"the-single-point-mastery-rubric","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/the-single-point-mastery-rubric\/","title":{"rendered":"The Single-Point Mastery Rubric"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Behold the single-point rubric, my favorite tool discovery of 2017. The resource below is my adaptation of a resource posted at <\/span><a href=\"https:\/\/www.cultofpedagogy.com\/single-point-rubric\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">www.cultofpedagogy.com<\/span><\/a><span style=\"font-weight: 400\">\u2014tweaked for competency-based\/mastery-based use.<\/span><\/p>\n<p><span style=\"font-weight: 400\">This streamlined, elegant rubric serves many useful functions. Check out <\/span><span style=\"font-weight: 400\">its simplicity and its easy adaptability to one or more outcomes in a single tool. <\/span><span style=\"font-weight: 400\">Use it for focused grading, coaching, self-reflection, peer feedback, student-led conferences\u2014the list could go on. And one of its main values is how it solves for several common pitfalls of rubrics along the way<\/span><span style=\"font-weight: 400\">.<\/span><!--more--><\/p>\n<p><span style=\"font-weight: 400\">First <a href=\"https:\/\/docs.google.com\/document\/d\/1d7LnYueGas_HW493rVV5W70bouEBwz6pLC3uVULZ95s\/template\/preview\" target=\"_blank\" rel=\"noopener\">the tool<\/a> itself, then a short critique of traditional rubrics\u2014and a few ideas about how this simple resource can help us bring a stronger game with many important aspects of communicating about learning. <\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-16327\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Single-point-mastery-rubric-template-1-300x179.png\" alt=\"Single-Point Mastery Rubric with three columns: Glows, Outcomes, Grows\" width=\"780\" height=\"466\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Single-point-mastery-rubric-template-1-300x179.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Single-point-mastery-rubric-template-1-1024x612.png 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Single-point-mastery-rubric-template-1-768x459.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Single-point-mastery-rubric-template-1.png 1348w\" sizes=\"(max-width: 780px) 100vw, 780px\" \/>__________________________________________________________________________________<\/p>\n<p><b>Note:\u00a0<\/b><i><span style=\"font-weight: 400\">You can use the middle column for either of these purposes:<\/span><\/i><\/p>\n<ul>\n<li><i><span style=\"font-weight: 400\">We\u2019ve seen this rubric in use most commonly for larger tasks\/projects that assess several outcomes at once. In this case, use the middle column for a short list of \u00a0learning targets\/outcomes that are in play for the assessment at hand.<\/span><\/i><\/li>\n<li><em><span style=\"font-weight: 400\">For a smaller, more focused task, the middle column can be used instead to list indicators\/ criteria for a single outcome.<\/span><\/em><\/li>\n<\/ul>\n<p><b>Adapted from Cult of Pedagogy: <\/b><a href=\"https:\/\/www.cultofpedagogy.com\/single-point-rubric\/\"><span style=\"font-weight: 400\">https:\/\/www.cultofpedagogy.com\/single-point-rubric\/<\/span><\/a><\/p>\n<p><b>Sources<\/b><span style=\"font-weight: 400\">:<\/span><\/p>\n<p><span style=\"font-weight: 400\">Fluckiger, J. (2010). Single point rubric: A tool for responsible student self-assessment. <\/span><i><span style=\"font-weight: 400\">Teacher Education Faculty Publications.<\/span><\/i><span style=\"font-weight: 400\">\u00a0Paper 5. Retrieved April 25, 2014 from <\/span><a href=\"http:\/\/digitalcommons.unomaha.edu\/tedfacpub\/5\"><span style=\"font-weight: 400\">http:\/\/digitalcommons.unomaha.edu\/tedfacpub\/5<\/span><\/a><span style=\"font-weight: 400\">. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Mertler, C. A. (2001). Designing scoring rubrics for your classroom.\u00a0<\/span><i><span style=\"font-weight: 400\">Practical Assessment, Research &amp; Evaluation<\/span><\/i><span style=\"font-weight: 400\">, 7(25). Retrieved April 30, 2014 from <\/span><a href=\"http:\/\/pareonline.net\/getvn.asp?v=7&amp;n=25\"><span style=\"font-weight: 400\">http:\/\/PAREonline.net\/getvn.asp?v=7&amp;n=25<\/span><\/a><span style=\"font-weight: 400\">. <\/span><\/p>\n<p>__________________________________________________________________________________<\/p>\n<p><strong>In favor of rubrics<\/strong><\/p>\n<p><span style=\"font-weight: 400\">Rubrics are hard to beat for sharing detailed information about academic expectations\u2014and as such, they are a staple of most competency-based classrooms. Rubrics help get valuable criteria for success out of teachers\u2019 heads and let it loose in the world, making it available for the use of everyone in the classroom. As someone educated in days of yore that preceded wide use of rubrics, they would have been very helpful to me as a young learner; hence, I am a big fan.<\/span><\/p>\n<p><b>Common pitfalls of rubrics<\/b><\/p>\n<p><span style=\"font-weight: 400\">It is quite difficult, however, to design clear and effective rubrics. Here are some common pitfalls I have noticed. (If you know other pitfalls, uses, solutions, please share in comment section.)<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Mis-purposed: <\/b><span style=\"font-weight: 400\">Rubrics are often conceived of and designed as tools for teachers\u2019 grading\u2014when ideally they could and should be tools for students\u2019 learning. Teachers, how would you design a rubric if students were using your rubric as a roadmap for learning, rather than simply as a grading tool for assessments only? A rubric can articulate grade-level expectations for your learning outcomes\u2014not just for individual tasks\/assessments. If we saw rubrics this way, would we articulate any differently what it means to be approaching mastery, mastering, or exceeding expectations?<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Faulty prognosticators: <\/b><span style=\"font-weight: 400\">Rubrics attempt to forecast the qualities of work products that students will submit\u2014sometimes with not much more accuracy than 10-day weather forecasts. It is difficult indeed to capture, in those tiny boxes, all the eventualities and variations on a theme of what students will create in response to our prompts. If you are using a pre-ordained rubric to grade work that has strengths and weaknesses not originally captured in the rubric\u2014what do you do? How many hours of educators\u2019 time go to evaluating student work with an ill-fitting rubric? Maybe more important, what message do we give students when the work they hand in is not reflected in relevant descriptors on the rubric? Perhaps they have gone off the rails, or perhaps they\u2019ve met the criteria nicely in a different way than we had in mind when creating our rubrics.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Arbitrary distinctions: <\/b><span style=\"font-weight: 400\">It is yet more difficult to articulate meaningful gradations in performance that mark different levels of mastery. What does it look like to be <\/span><i><span style=\"font-weight: 400\">approaching mastery, at mastery, <\/span><\/i><span style=\"font-weight: 400\">or e<\/span><i><span style=\"font-weight: 400\">xceeding expectations<\/span><\/i><span style=\"font-weight: 400\"> in your classes? It has to be more than the difference between the infamous <\/span><i><span style=\"font-weight: 400\">never, sometimes, usually, <\/span><\/i><span style=\"font-weight: 400\">and <\/span><i><span style=\"font-weight: 400\">always<\/span><\/i><span style=\"font-weight: 400\"> that show up so often in rows of a rubric. (Also, about those <\/span><i><span style=\"font-weight: 400\">not yet <\/span><\/i><span style=\"font-weight: 400\">descriptors: Do we need them? Why focus students\u2019 attention on what they should <\/span><i><span style=\"font-weight: 400\">not<\/span><\/i><span style=\"font-weight: 400\"> be doing?)<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Missing information:<\/b><span style=\"font-weight: 400\"> What key information fails to appear in our rubrics? In mathb for example: How do you capture the differences between computational errors and conceptual errors? It sounds like a small consideration, but if you\u2019ve merely made a computational error, you are likely to get other similar problems\/tasks correct\u2014whereas if you\u2019ve made a conceptual error, there is more learning needed for you to get to mastery of that problem\/task. Big difference! Does your rubric make that clear?<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Small text, and too much of it: <\/b><span style=\"font-weight: 400\">Rubrics tend to present a lot of high-stakes text in small, crowded boxes. If a student\u2019s grades depend on what\u2019s in the rubric\u2014and they do\u2014then maybe rubrics should not be presented in many rows and columns of too-small type, jammed onto a page, or spilling onto several pages. Once you\u2019re using 10-point type, you\u2019re losing a lot of your readership. This is a big problem.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Not student-centered: <\/b><span style=\"font-weight: 400\">Rubrics are time-consuming to write, and are often created by educators sans student input. So how much of that tiny type are learners actually taking in, processing, making good use of? I sometimes suggest handing a rubric to students with a highlighter, and asking them to mark what is comprehensible and useful\u2014note that we are not asking them to mark what they do <\/span><span style=\"font-weight: 400\">not<\/span><span style=\"font-weight: 400\"> get! This is like the difference between: <\/span><i><span style=\"font-weight: 400\">Any questions?<\/span><\/i><span style=\"font-weight: 400\"> and the more hospitable: <\/span><i><span style=\"font-weight: 400\">Let\u2019s hear your questions.<\/span><\/i><span style=\"font-weight: 400\"> (The latter norms the questions, the former implies that it would be nice to move on, but the teacher is willing to pause for anyone brave enough to admit they don\u2019t get it all.)<\/span><\/li>\n<li style=\"font-weight: 400\"><b>So many rubrics, so little time:<\/b><span style=\"font-weight: 400\"> It\u2019s a common practice to create bespoke rubrics for each big project\/task in a class . . . that is a lot of time-consuming work, and if you\u2019re in a competency-based school, this norm needs a reset. If you are supporting students to get to independent mastery of learning outcomes over time, using the same rubric for the same outcome over time provides a vital benchmark to show progress. <\/span><\/li>\n<\/ul>\n<p><b>Uses of the single-point rubric<\/b><\/p>\n<p><span style=\"font-weight: 400\">Enter this lean, mean machine, a rubric as versatile as a Swiss Army knife, or one of those mind-boggling 27-in-one bicycle tools. Here are some ideas for how to use it to communicate about learning.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>a reflection tool for individual learners <\/b><span style=\"font-weight: 400\">after a project\/assessment (also a great basis for preparing for a student-led parent\/teacher conference).<\/span><\/li>\n<li style=\"font-weight: 400\"><b>a peer feedback tool for pairs or groups of students<\/b><span style=\"font-weight: 400\">. You know how hard it is to get students to give each other positive feedback as well as criticisms? This rubric makes positive feedback half the exercise, by design.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>a coaching tool for teachers and students to use together<\/b><span style=\"font-weight: 400\">. If you have just a few precious minutes to give useful guidance to a student, this is the tool for you. It gets to the heart of the matter as efficiently as possible.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>a learning and grading tool for students who struggle with reading\/English. <\/b><span style=\"font-weight: 400\">Because it is streamlined and contains a fraction of the text one sees in traditional rubrics, the language load is lighter, more useful and less overwhelming for students who don\u2019t read easily.<\/span><\/li>\n<\/ul>\n<p><b>Strengths of the single-point rubric<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Streamlined: <\/b><span style=\"font-weight: 400\">Because it is so streamlined, the single-point rubric is an excellent tool for students who struggle with reading. What classroom does not include students who glaze over when they see a matrix of boxes filled with tiny type? This fixes that.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Focused: <\/b><span style=\"font-weight: 400\">Because it contains just one column, the rubric focuses learners, and gets them thinking about their strengths and growth areas in a pinpointed and personalized way.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Personalized and relevant: <\/b><span style=\"font-weight: 400\">Because there is no language in the rubric that describes possible performances\/work products, the feedback can be personalized to<\/span><span style=\"font-weight: 400\"> respond to each student\u2019s work<\/span><span style=\"font-weight: 400\"> and capture each student\u2019s growth areas and strengths. Never again do educators need to spend considerable time weighing whether students\u2019 work is more like one or another preordained (and possible poorly fitting) indicator\/descriptor.<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Student centered: <\/b><span style=\"font-weight: 400\">It is inherently student-centered, because the most important parts, personalized feedback comments, are created with and for a particular students or groups of learners.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Please share your thoughts on rubric design in the comment section\u2014especially if you have used one-point rubrics and can share your experience\u2014or you have other cool redesigns of rubrics to share. Thanks for reading, and best wishes for 2018.<\/span><\/p>\n<p><strong>See also:<\/strong><\/p>\n<ul>\n<li class=\"title\"><a href=\"https:\/\/www.competencyworks.org\/case-study\/school-models\/creating-a-peer-coaching-program-to-grow-student-centered-learning-part-1\/\" rel=\"bookmark\">Creating a Peer Coaching Program to Grow Student-Centered Learning (Part 1)<\/a><\/li>\n<li class=\"title\"><a href=\"https:\/\/www.competencyworks.org\/insights-into-implementation\/assessing-work-study-practices-in-a-competency-education-school\/?x=0&amp;y=0&amp;_sf_s=rubric\" rel=\"bookmark\">Assessing Work Study Practices in a Competency Education School<\/a><\/li>\n<li class=\"title\"><a href=\"https:\/\/www.competencyworks.org\/insights-into-implementation\/classroom-practice\/the-power-of-deep-discussions-around-student-work\/?x=0&amp;y=0&amp;_sf_s=rubric\" rel=\"bookmark\">The Power of Deep Discussions around Student Work<\/a><\/li>\n<\/ul>\n<hr \/>\n<p>Joy Nolan (joy [at] masterycollaborative [dot] org) is Co-Director of New York City Department of Education\u2019s Mastery Collaborative, a community of 40+ public schools across the 5 boroughs that are implementing culturally responsive mastery\/competency-based shifts. Joy also has a background and abiding interest in student-centered learning and curriculum design.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[106],"issue":[368,383],"location":[],"class_list":["post-7659","cw_post","type-cw_post","status-publish","hentry","legacy_category-resource","issue-issues-in-practice","issue-rethink-instruction"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The Single-Point Mastery Rubric - Aurora Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aurora-institute.org\/cw_post\/the-single-point-mastery-rubric\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Single-Point Mastery Rubric - Aurora Institute\" \/>\n<meta property=\"og:description\" content=\"Behold the single-point rubric, my favorite tool discovery of 2017. 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