Tagged: continuum

Rubrics and continuums – don’t berate, innovate.

Yes, we all know that we should be moving rapidly towards models of education that can be described as self-directed, self-regulated, student-driven, learner agency etc… and many of us are genuinely trying to do so. Many more have been trying to do so for many years… bit-by-bit, step-by-step. If you’ve been part of this for a while, “hello again”. If you’re just joining us, “welcome to our struggle”.

Creating the conditions for these types of learning to occur is not simple. It just isn’t as simple as handing control over to students and saying “go for it”. Like all people, our students need to know what “successful” looks like and how they can be it. At some point, someone has to articulate what we are looking for from our students. In collaborative teams, this means argument, compromise, semantics and considering what the different stages of learning might be as students work towards success. Assessment should be formative, purposeful and provide students with the guidance they need… it should illustrate their next steps. The language this is articulated in should be instructive, easy to understand and present in the daily vocabulary of your learning culture. Creating the tools and strategies for this to happen effectively is a very hard task, but it is hard because it is worth doing.

This notion of “successful” cannot remain a nebulous, abstract notion in the mind of an individual teacher. There can be no “hit and miss” about whether or not this notion of “successful” is communicated clearly to students, or even communicated to them at all. There can be no half-hearted attempts or abandoned thinking just because it’s difficult or “uncool”. Teachers and groups of teachers must deliberate about:

  • where the learning is going
  • what they’re looking for from the students
  • how they might reach – or get close to that
  • how they will guide students in that direction

Guess what… that’s going to end up being a rubric or a continuum or some other form or model of criteria – because that’s the point we’ve reached so far in the evolution of education. They are the thinking educators’ attempts to move beyond tests, multiple choice, right and wrong, yes and no, good or bad. They are the thinking educators’ attempts to turn the abstract into the tangible, to convert randomness to clarity and to extract what has been hidden in the minds of teachers and make them visible to students. They symbolize the attempt to allow for more freedom of pedagogy, more room for manoeuvre, more real, on-going differentiation and the recognition that our students learn and do at different rates.

Like everything in life, there’s some amazingly good examples out there, and there’s some incredibly bad ones, and a whole lot in-between. What makes them amazingly good is thought. What makes them incredibly bad is lack of thought (I feel a rubric coming…). If you’re not a fan of rubrics or continuums, or don’t think they’re fashionable… come up with another way of doing what’s in the bullet points above and share it with everyone. Fashion designers don’t ditch the previous season’s designs and tell everyone to go around naked until someone randomly suggests an article of clothing! They come up with new designs, they innovate. I’m sure everyone in education would be very interested to see what you come up with, although I can’t promise a “Paris Rubric Week” any time in the near future!

Let’s face it, without guidance, most students would be completely lost… largely because their teachers would be equally lost because they never really bothered to discuss what the learning was really about. The “blind leading the blind” is never used as a positive example, unless as a joke.

Our job is not a joke.

Now, of course, the ideal situation is for students to be defining “successful” in their own terms, in the contexts that they design instead of those designed by teachers, setting their own goals, and to be articulating:

  • where they think the learning is going
  • what they’re looking for from themselves
  • what they’re looking for from their peers
  • how they might reach – or get close to that
  • who might guide them in that direction

But… guess what… they’re going to need their teachers to work with them on those things. They’re going to need to get good at doing those things… they are skills that are developed in steps (sound familiar?). Teachers will be need to be observing, noticing, assessing and giving useful feedback/feedforward about how the students are learning, the levels of autonomy or independence they are demonstrating, their ability to reflect on themselves and use those reflections to move forwards. But how will they make sure they’re using a common language? How will they make sure they have a shared vision of what “good looks like”? How will they ensure they’re consistent in their support and guidance for students? How will they make sure they appreciate the steps students take as they make progress? How will they help their students appreciate their own development?

Errr… umm…

Right now, I don’t see a better way to frame those conversations and decisions than in the collaborative creation of rubrics or continuums. Do you?

So, make your rubrics or continuums about that. And if you don’t like rubrics or continuums, come up with another way of communicating with students about their learning, share it and be a person who is part of the evolution of education, not a person who gets in our way while we try to do so.

I often hear people who are reluctant to talk about assessment tools use the very clever line about “thinking outside the box”… probably because (yes, its subtle) many of them look like boxes. It’s scary that creative people use this sort of reasoning as they seem to forget – almost instantly – how useful boxes are, how beautiful they can be, how many sizes, colours and shapes they come in and how they can be transformed into other things.

Reading & Writing Continuums Alive and Kicking

Glenn has created one Reading & Writing Continuum Book for his class. He uses this book as his focus for regular conferencing by writing anecdotal notes and ticking continuum descriptors as it becomes clear that they are true for his students.



Chad also uses a simple book to record movement along the continuums and to write anecdotal notes. However, he has gone one step further in order to increase student involvement and awareness of the continuum. As you can see in the pictures above, 5CW have a large, interactive version of both the reading and writing continuum on display in their classroom. They monitor their placing and movement along the continuum by placing a laminated photograph on the continuum itself.This is a fantastic idea as it “destigmatizes” assessments, creates a culture of academic honesty and helps students to see how assessments are all about where you’ve come from and where you’re heading.

I was chatting with Kyla and Cassie about setting this up in 6SS and we thought it would be amazing to have two sets of photos for each student, one that shows where they are with English and another to show where they are in their mother tongue. We’ll let you know how that goes!