Single-Point Rubrics = My New Obsession

Making a great rubric is hard, which is why I know many educators opt to find something pre-made they can change a bit to suit their needs or just try and use what they find as is. Rubrics require good backwards design skills and demand a teacher plans with intent, keeping the learner and focus of the learning in mind throughout the process. This means good rubric making, even if ripped from the internet, takes time, which can become disheartening the moment a teacher realizes the rubric falls short of his or her needs. Yet, a rubric can and should be a powerful feedback tool for student and teacher alike. The question, sometimes, is the juice worth the squeeze? How much time and energy can a teacher put into making (or finding) a great rubric? Recently, while on a mission to help my district’s career and technical education teachers with their rubric making, I came across the concept of the single-point rubric via Cult of Pedagogy contributor Jennifer Gonzalez while adventuring on Twitter. Truly, you can go to the link above and get all the information you need on what the rubric is and how you use it, so I will encourage you to visit Jennifer’s post directly.

I simply want to expand on its potential and specifically why this approach to making and using rubrics is powerful in our current standards-driven world of education.

Example of a Single-Point Rubric from Jennifer Gonzalez’s post in Cult of Pedagogy

The single-point rubric is particularly powerful for student goal-setting and self-reflection. As Jarene Fluckiger explains, “The single point rubric is an ethical tool to assist students with their responsibilities of goal setting and self-assessment of their own education.” The beauty lies in its simplicity and focus. Whereas holistic and analytical rubrics can be sprawling, jargon-filled, and light in feedback, the single-point rubric brings a student’s attention directly to what is classified as a proficient demonstration of knowledge or skill with room to provide feedback on where there is excellence and areas of growth. In essence this is easy to read and understand by both student and teacher, and more importantly it is a rubric a student can actually help create and self-monitor with.

Student goal setting is a powerful instructional practice that can feel elusive; I know it did for me at times. This style of rubric gives a practical and tangible means to have students set goals and track progress throughout any assignment in a class. For a teacher, it helps focus on the knowledge and skill needing to be assessed. While there is no limit to the number of criteria a teacher can include, the format of a single-point rubric tends to ask a teacher to be discerning about the criteria to be chosen.

The downside? Well, the rubric demands feedback and reflection, which certainly takes time to write and discuss. But really why even use a rubric if not to help aid and monitor the growth of knowledge and skills where feedback is imperative to achievement? Think of the power in students reflecting on their work using this style rubric paired with the regular feedback a teacher could provide leading up to a finished and revised products.

If I’ve piqued your interest and you want to dabble in using the single-point rubric, click on the link at the beginning for Jennifer’s post where she offers a few downloadable templates. This style of rubric is absolutely the one I will be introducing to the teachers I work with going forward. My hope is to write a follow up post with a genuine review of how the use of the single-point rubric has panned out in my teachers’ classrooms. If you decide to use it in your own classroom, share your story and tweet at me (@theprofjones) or comment on the blog!

Happy rubric making!

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