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Overview
In 8th-grade English Language Arts (ELA) classrooms, there is a need for students to take more ownership of their learning. Tools like rubrics and exemplars empower students to move forward in their learning process by making expectations and successful outcomes transparent and accessible. A student’s current level of learning should never be a mystery when using these tools because they can easily see what they need to do, how they need to do it, and how well they accomplished the task. This project explores the effectiveness of combining rubrics with exemplars to improve students' awareness of expectations, self-assessment skills, and the quality of their summative work.
In 8th-grade English Language Arts (ELA) classrooms, there is a need for students to take more ownership of their learning. Tools like rubrics and exemplars empower students to move forward in their learning process by making expectations and successful outcomes transparent and accessible. A student’s current level of learning should never be a mystery when using these tools because they can easily see what they need to do, how they need to do it, and how well they accomplished the task. This project explores the effectiveness of combining rubrics with exemplars to improve students' awareness of expectations, self-assessment skills, and the quality of their summative work.
Research Study RationaleThis research study compares the effectiveness of using rubrics alone versus rubrics paired with exemplars to determine which approach best supports students in achieving higher-quality work and accurate self-reflection. Students need to develop skills to look at their work critically, communicate their current understanding of a task, and articulate the next steps to level up their learning. Students sometimes have difficulty self-reflecting precisely and making meaningful improvements without knowing what good looks like or understanding how it is described in an assignment. Rubrics can provide clarity around standard level distinctions. At the same time, strategically selected exemplars, or work models, can enlighten students about what good looks like, providing a visual point of reference for meeting learning targets.
This study aims to uncover how using these combined feedback tools impacts student self-reflection and work quality. Previous research into the consequences of using rubrics alone or paired with exemplars as feedback tools is still evolving. Yet, Lipnevich et al. (2023) preface their work with the understanding that, based on multiple studies, feedback is one of the most influential factors in education (p. 136). Meaningful feedback is possible through the strategic use of rubrics and student models. Still, many studies on self-assessment accuracy using rubrics combined with exemplars offer mixed conclusions. The study concluded that “we need more research investigating the nuances of implementation of rubrics and exemplars…and the role of individual differences in the use of these tools” (Lipnevich et al., 2023, p. 147). The researchers suggest it is due to student misconceptions and the ways teachers may or may not scaffold the practice and instruction of self-reflection. This action research project continues to uncover the impact on self-assessment and quality of work when using scaffolded methods of rubrics matched with exemplars. |
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