Wiki- Collaborative Notes Instead of Individual Ones

My classes use a wiki.  If the classes are sections of the same course, they share the same wiki. For example, my 8, 9 and 12:30 classes are all Writing and Research so I group them together on the wiki.  I  have been having students from each class take class notes and post them to the wiki.  As I read the notes on the same classroom  topic material, I notice  that although each student included the critical information, each student picked different things to emphasize more.

Now that students have gotten use to note taking, we are moving onto collaborate notes. The first person posts  his/her notes and writes his/her name.  Then when a person from another section of the same course logs in to post his/her notes, the second person reads what the first has written and adds to the notes or clarifies information; he or she adds her name where she added info.  Likewise, the third person from another section does the same and adds examples if there exist.  The quality of information has increased drastically. The initial notes get transformed into a complete set of notes that will help anyone who is absent.  The notes serve as a great reminder of what we covered with specific examples. The wiki notes demonstrate that students collaborate to advance everyone’s learning.

How do your students collaborate?

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Assessing Learning with Web 2.0: Social Bookmarking

I was talking to  teacher who was so proud of the social bookmarking his students had done. They had collected over 60 links about the topic they were studying. I asked him if they had agreed on what tags they were going to use; he said that they used whatever tag they wanted.  Next,  I asked him what categories they had divided the links into; he said that the 60+ links were neatly organized in one long list.  Then, I asked how much they had annotated (explained about the importance of each link); he proudly said that they listed the title of  each website. Finally, I inquired how they students used these bookmarks;  he mentioned that the activity was to collect them.  He was so excited about using the Web 2.0 tool of Social Bookmarking.

In my opinion, he wasted his students’ time. The students did not  learn about the academic topic; they learned how to collect information.  They did not know the topic in a deeper or more comprehensive nature  anymore than when  they started their social bookmarking.

Even if each student found two links about the learning topic  and compared and contrasted the information  on those two links, they would have learned so much more in a very little time.

How do you use social bookmarking?

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Build a real class learning community

Teachers can create a class community such as everyone knowing two things about everyone else in the class without having a learning community where students continually work together to better each other.   Likewise, teachers can have students work together (Student A does this/ student B does that….) without really collaborating (interacting and changing the individual or group’s ideas) .

I would propose using formative assessment to build a class learning community. When students continually help each other by peer-reviewing and offering new ideas to others, they  have a learning community.  For example, in pairs, the students have peer-reviewed each other’s brainstormed evidence for an English essay and the teacher has given the original authors time to make appropriate changes. Then they continue being formative by creating groups of three to four.  In turn, each author reads his/her thesis and his/her brainstormed evidence; the group has the responsibility of adding three to four new pieces of evidence to the original list. After they help the first person, they rotate through the group.  Each group has a single purpose: to help each author to have three to four new pieces of evidence.  Those groups are truly learning communities

What learning communities do you have in your class?

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Show your students their success

When students receive a “C” on an assignment and then an “B” on the next, they know that their grade went up but they do not usually know why. And they probably do not know what new skill or strategy they need to move up to an “A”.

An alternative approach is to use a learning goal based checklist so that students can see the subgoals that they have mastered as a concrete measure of their success. Likewise, they see the subgoals that they have yet to master.

For example, in English, a rubric can  be turned into a checklist such as this one for an introductory paragraph

___ Has an attention getter such as a quotation, question, startling statistic, or an anecdote

___ Bridges to the thesis (Makes a connection between the “bigger” attention getter down to the level of the thesis)

___ States the thesis (For a contrast paper,  includes the two items to be contrasted and uses a contrast word or phrase)

The teacher marks each item  with a plus (proficient)   or a minus (working on).  Students can easily see what they have been successful on and what they need to improve. Students or peers can assess each others’ work with these easily defined assessment items.

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Let’s Hear it for the Power of Technology! LOL!

I know of a person who does not have any technology in his room accept for a 70s looking overhead.  One day he decided to walk around  his institute and see how the teachers who had technology in their room was using it.  9/10 rooms were using the “elmo” type device to show a handout, a passage from a book, etc.  They were using their fully Internet capable machine as a modern day opaque projector which would project the image of anything put inside it. The one other person was showing a DVD.  How much money has been invested in technology so that people can use technology from the past such as a DVD player or an opaque projector!   Educational institutes need to take a lead in helping their teachers to use the many educational resources that are available.  Perhaps at each faculty meeting there can be a five  minute demonstration  of various ways to use technology to improve student learning in powerful ways.

What does a walk around your school reveal about technology use and student learning?

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Continuous Assessment

The British have used the term continuous assessment or assessment for learning for many years.  I like the term continuous assessment since it implies that students are continually being monitored and given feedback to improve. Continuous assessment differs from the “unit” test or “every five week” tests that do not provide feedback directly to the students and that do not occur on a daily or weekly basis  in the classroom. Continuous assessment changes our approach to the classroom; we spend more time observing students for their learning progress and giving them new strategies rather  than “teaching”.  We measure our success by how successful the students are as they learn  the essential goals of our course. We know that students will improve throughout the year and we reward that growth instead of counting their early attempts (such as the first essay of the year) equally with their final achievements. Their grades represent continuous improvement.  Continuous assessment returns us to our initial reason for being teachers; our students show that they now have the profound learning in our subject that we wanted to share with them.

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Successful Student Writing Through Formative Assessment, my book

My book, Successful Student Writing Through Formative Assessment, is available at

http://tinyurl.com/writingtuttle.

The book provides a systematic approach of observing students’ written work, diagnosing ( strengths and gaps and identify strategies to overcome the gaps),  giving feedback, allowing time for growth and reporting the growth within your classroom.  This formative assessment book breaks down the writing process into specific steps so that you can help the students be successful at each step.  The students build on their successes, not their failures. This book contains numerous strategies to help the students overcome each learning gap in the steps of the writing process. Successful Student Writing Through Formative Assessment applies theory to the classroom in a practical easy-to-do approach.  Formative assessment creates a truly student-centered class where the goal is for each student to be success in a very interactive manner of self, peer and teacher reviews.

I developed the book by using the techniques in my writing classes.  My this year’s writing students are at the same level of writing after their first essay as past students were at the end of the course!

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

How Many Formative Assessments Do You Do Each Period?

The only way to know how well the students are doing is for constant formative assessments or check-ins. If we do monitor students’ progress, then we have to have strategies ready to help the students who are progressing. I suggest that we should do three or more formative assessments each period.  At present I teach a Composition and Research course at a college and, specifically, we are doing classification essays.   Students self-check to see if for their chosen  topic, they have three classifications and that those classifications do not overlap. They see or hear several examples of classifications that do or do not overlap.  They have time to make changes.  Then peers look their papers to see if they have three classifications and if there is any doubt that two classifications may be too similar. The peers circle the two classifications that seem similar and put a question mark next to them.  The peers talk to the writers to explain what they perceive as the overlap.  The students have time to make changes. At the same time, I walk around and comment on any students’ paper that is lacking three classifications or that seems to have  overlaps. I suggests ways to avoid the overlap such as changing the classification name to be more general such as “music” to “entertainment” or ways of narrowing the classification from “fast cars” to “sports cars”.

During each class the students self-assess themselves, peer assess, and I assess at least three  times each class.  Every class every student becomes successful; no students get stuck in their learning gap.

How often do you have formative assessments in your class?

Your Class Calendar and Formative Assessment

Most teachers have class calendars or schedules.  I’m wondering how much formative assessment is mentioned.

I guess that middle and high school teachers formatively assess (diagnosis a student gap, give a specific strategy to overcome that strategy and re-assess for success) less than  10% of the assessment time and  do summative assessments 90% or more.

How different it would be if teachers put formative assessment in their class schedule to show that formative assessment was a regular part of learning.

An English teacher may have for the writing section of class (Pre-write topic for contrast paper and have teacher, peer or self assessment of topic, narrowed topic, thesis, brainstorm, categories of proof,  graphic organizer or other organizer).

A science teacher may have the students write  a lab report draft (Teacher, peer or self assessment of lab report essential parts via a check-list;  compare findings with other students’ reports and report differences)

When students see such assessments, they know that their work will be reviewed, strengths and gaps will be identified, and they will be given precise strategies to overcome their gap and show improvement. They see that the class will help them move forward instead of just receiving a summative  assessment of a  “D”.

Try changing your class calendar to include formative assessments and see the difference in student learning.

Change to Assessment from Grading

Very often teachers use the terms grading and assessment interchangeable. However, they are very different.

When we grade, we give a “final” score to something such as a B and an 83. Usually when students receive a grade, they know that learning that material is over; they do not have to think about improving on materials in the unit. Also, they often receive one grade on their work during the unit.  Likewise, students will likely receive a holistic grade, one grade for all the various parts of the whole work. Grades stop the learning.

On the other hand, in assessment, particularly formative assessment, students do not receive a grade on their work; they do receive a few critical suggestions for improvement. Students know that they will use  this  formative feedback to improve. In addition, they know that they will receive many assessments on this topic.  Furthermore, if  teachers use a rubric, the teacher uses an analytic rubric where the students receive indicators for many major components for their strengths and specific comments on how to  bridge the learning gap.  Formative assessment moves the student forward in the learning.

Can a student receive just assessment up to the final grade? Yes.  I teach courses in which the students are assessed every class. They do not receive a grade each class. Do they know how they doing in their learning-both their strengths and their learning gaps. Yes! Do they constantly improve throughout the course? Yes.

Try assessing instead of grading to see how much more beneficial it is to the students and to you!

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover Tuttle

My book. Successful Student Writing Through Formative Assessment will be available from Eye-on-Education in the Fall.

Assessing Web 2.0 Projects Through Bloom And Time

I offer the following mini-assessment of any Web 2.0 project as a way to refocus our attention on student learning rather than the Web 2.0 tool.

Take the highest level of Bloom achieved during the project

1- Knowledge                                  2. Comprehension

3 – Application                               4. Analysis

5.5 Synthesis                                   5.5 Evaluation

and multiple it by the number of days in the project.

So, if Susan produces a Social Studies podcast that simply restates (Comprehension) information about George Washington after five days, her score is 2 (Comprehension) x 5 (days) or 10.

If Pablo produces a Social Studies podcast in which he goes through the problem solving steps that George Washington went through and evaluates his final solution (5.5) in two days, his score would be Evaluation (5.5) x 2 = 11

Based on this analysis, a two day project of higher level thinking rates a higher score than a longer project. Let’s focus on student learning!

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover Tuttle

My book. Successful Student Writing Through Formative Assessment will be available from Eye-on-Education in the Fall.

Evaluate Web 2.0-Based Projects For 21st Century Skills and Standards

How do we assess students’ learning in Web 2.0 environments? Go beyond assessing the mere mechanics of using these tools. Refocus your assessments to reflect the students in-depth and comprehensive standards-based learning and 21^st Century Skills.

Pre-assess Web 2.0 projects to assess the present level and raise the academic learning and 21st century skills.

A few Web 2.0 Tools: Blog; wiki; photo-sharing; movie-sharing; videoconference; and podcast

21^st Century skill as defined by the Partnership for 21^st century skills

Assessments using 21st century skills and Tuttle’s assessment tools (see previous blogs)

Blog/Wiki Assessment (Book reports) and make-over for greater learning

Podcast Assessment (George Washington crosses the Delaware) and make-over for greater learning

Photo-Sharing Assessment (Incan ruins) and make-over for greater learning

Movie sharing/YouTube Assessment (Shakespeare) and make-over for greater learning

Videoconferencing Assessment  (Book reports) and make-over for greater learning

Universal Web 2.0 Assessments: Partnership for 21^st Century Skills listing

Partnership for 21^st century skills http://www.21stcenturyskills.org

What lifelong skills will your students have after your class?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover Tuttle

My book. Successful Student Writing Through Formative Assessment will be available from Eye-on-Education in the Fall.

21st Century Skills Learning and Web 2.0

I’ve noticed that many “Web 2.0″-based learning experiences are not 21st century skills-based.  For example, students can twitter about a novel but if their comments are simply plot summaries then they are not showing critical thinking. Likewise, many 21st century skills are not Web 2.0 based.  Students can create a video reacting to a novel  but if no one reacts to it or builds on it than it really is not Web 2.0 read-write based.

I think that we have to move from isolated thinking to more global thinking. We want to see 21st century skills developed through Web 2.0.

I share this preliminary draft of a grid in which we can look at both 21st century skills and Web 2.0 characteristics at the same time to see if we really have an intersection of the two.

Tuttle's 21st Century Skills and Web 2.0 Grid

Digital Age Assessment: Learning in Web 2.0 (NECC 09)

How do we assess  students’ learning in these in Web  2.0 environments? We want to go beyond assessing the mere mechanics of using these tools; unfortunately, most current rubrics for Web 2.0 learning devote only a minuscule amount (usually 16% or less) to actual student academic learning. We want to refocus our assessments to reflect the students in-depth and comprehensive standards-based learning and the 21st Century Skills.

Change Web 2.0 assessments to assess standards-based learning and 21st Century learning!

With minor changes, the following assessments can be modified for any Web 2.0 tool.

Pre-assess your students’ Web 2.0 projects to raise the academic learning and 21st century skills.

The following are  “rubrics” that assess  standards-based learning and 21st century skills.

Wiki/Blog

Images/Photo/Flickr

Video/YouTube

Podcast

Social Bookmarking

Twitter

Videoconferencing

General Assessment: Prensky’s 21st century skills

General Assessment: enGauge’s 21st century skills

General Assessment: Partnership for 21st century skills

I welcome your reaction to these assessments as we try to help students improve in their academic content and develop 21st century skills.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Twitter in the Classroom

As teachers think about using twitter in the classroom, they can consider how they will evaluate  the various academic skills that students learn.  This digital age learning twitter rubric hopefully can assist them.

Harry G. Tuttle's Web 2.0 Twitter Rubric

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning With Web 2.0: Videoconferencing

As students use Web 2.0  tools such as videoconferencing/Skype, etc. to interact with peers and experts, we need a tool to assess their learning. This digital age learning rubric focuses on expert videoconferencing.

Harry Tuttle's Web 2.0 Videoconferencing Rubric

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Blog/Wiki Rubric

As more and more teachers have students use blogs or wikis,  the teachers benefit from having a rubric that assesses student learning rather than the mechanics of a blog or wiki. This rubric focuses on the communication skills that students demonstrate in using a blog or wiki.

Harry G Tuttle's Web 2.0 Blog Wiki Rubric

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Podcast

Many teachers want to involve their students in podcasting yet they are unsure of how to evaluate such Web 2.0 digital age learning.  I offer this podcast rubric as a useful tool to focus on learning, not the technology.

Harry Tuttle Web 2.0 Podcast Rubric

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Movie Producing/YouTube

As teachers begin to have their students produce videos and share them about learning topics, teachers can benefit from having a digital age rubric that assesses the learning and not the mechanics of producing a video. Here is a Web 2.0 rubric on producing a video that focuses on 21st century skills.

Harry G. Tuttle Web 2.0 Movie/YouTube Rubric

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Images/Visuals/Flickr

When we apply critical thinking to how we use images/photos/flickr in Web 2.0, we can assess how well our students communicate.

The following rubric applies the “Universal  Intellectual Standards” by  Linda Elder and and Richard Paul which was modified by Gerald Noisch in his Learning to Think Things Through.

Tuttle’s Web 2.0 Assessment for Images

Assessing Learning With Web 2.0: Social Bookmarking

Teachers often have students do social bookmarking so students can share information with the teacher and other students.  Here is a rubric to assess this digital age learning.

Harry G Tuttle's Web 2.0 Social Bookmarking Rubric

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Partnership for 21st Century Assessment

As teachers look at possible projects involving Web 2.0 tools, they can pre-assess using general 21st century skills assessments.  Furthermore, they can use these general assessments during and after a learning experience.

Assessing 21st Century Skills in the Classroom Using Partnership for 21st Century concepts

Hotchalk, Jan 10 2009

http://www.hotchalk.com/mydesk/index.php/hotchalk-blog-by-dr-harry-grover-tuttle-on-teaching/538-assessing-21st-century-skills-in-the-classroom-

According to the Partnership for the 21st Century website, the 21st century skills has four major categories: Core Subjects and 21st Century Themes; Learning and Innovation skills; Information, Media and Technology Skills; and Life and Career Skills

Learning and Innovation Skills Assessment (Use 4 (weekly) -3 (every 5 weeks) -2 (every 10 weeks)-1 (once a year) -0 (does not happen) scale

Creativity and innovation skill

____ Demonstrating originality and inventiveness in work. Example: _________________________

____ Developing, implementing and communicating new ideas to others. Example: _________________________

____ Being open and responsive to new and diverse perspectives. Example: _________________________

____ Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. Example: _________________________

Critical thinking and problem solving skills

____ Exercising sound reasoning in understanding. Example: _________________________

____ Making complex choices and decisions. Example: _________________________

____ Understanding the interconnections among systems. Example: _________________________

____ Identifying and asking significant questions that clarify various points of view and lead to better solutions. Example: _________________________

____ Framing, analyzing and synthesizing information in order to solve problems and answer questions. Example: _________________________

Communication and Collaborative Work

____ Articulating thoughts and ideas clearly and effectively through speaking and writing. Example: _________________________

____ Demonstrating ability to work effectively with diverse teams. Example: _________________________

____ Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Example: _________________________

____ Assuming shared responsibility for collaborative work. Example: _________________________

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning With Web 2.0: enGauge 21st Century Skills

Several years ago, enGauge published its 21st Century Skills list. This collection provides the basis for assessing any Web 2.0 tool-based project.

Harry G. Tuttle's Web 2.0 Assessing using enGauge's 21st Century Skills

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Assessing Learning with Web 2.0: Marc Prensky’s 21st Century Skills2.0

Marc Prensky offers his ideas on 21st Century skills which I’ve converted into an assessment tool.

Harry G Tuttle Web 2.0 Marc Prensky's 21st Century Skills

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Woeful Book Wiki Turned to Wow Book Wiki

As I prepare for my NECC presentation on assessing Web 2.0 tools, I have visited many schools’ wikis, websites, etc.

I’m feeling more and more discouraged.  I’ve noticed that most wikis are simply an online collection of student work. For example, all students in a class may do a book report and these book reports are posted to the class wiki.  The students post their book report and the project is done when the last book report is posted. There has been no interaction among students or other adults.  They have only worked in one learning style, linguistics.  Likewise, the students have paraphrased  (summarized) their book; they have not analyzed it.

Let’s look at another version of a book wiki.  The teacher asks all students to select a book that has friendship as a theme. They read their book and post an explanation of  how the book demonstrates friendship (analysis level of thinking). They create a drawing or a concept map that shows the specific  friendship in their book and post that to the wiki.  Then the students select at least three other book reviews to read. After they read each review, they comment on how their own book’s theme of friendship  is similar or different to this student’s review. They come up with an example of that book’s friendship from their lives and post it. Then the class has a discussion on various types of friendship.

Let’s change wikis from just a collection place to an interactive high-level thinking learning place.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Spoiling our Students Through Formative Assessment

My wife and I spent the week taking care of our 15 month old grandson, Rowan. We now understand what it means to spoil a grandchild.  Like other grandparents, we did not buy special toys or clothing; we did not keep him up past his bedtime; and we did not take him to special places.  We did spoil him by devoting our complete attention to him. We did not focus on working, taking care of the house, etc; we only focused on him.

Every teacher should spoil the students in their classroom.  The teachers should be so prepared for class that when class starts the teachers can focus their complete attention on the students. How are the students responding to the instruction? Which students are “getting it” and which are not?  What learning problems are emerging?  What instant strategy can be implemented right now to help the students overcome their learning gap? We need to change our perspective from what we teach to what the students are learning. We need to  become  attentive parents/guardians who constantly look for clues of learning strengths and learning gaps.  We need to be nurturing parents/guardians who can treat  any “illness” as soon as we see it.  We do not want any student to bleed out while they wait overnight for us to figure out a solution to their illness.

Let’s spoil our students so that they achieve more in-depth learning!

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Standardized Terms for Common Understanding

I am constantly amazed that we, in education, have not standardized learning terms.  Is a benchmark a 3-4 a year comprehensive test of the skills in the course? Or is a benchmark the level at which the students are to arrive? What’s a standard? The list of generic skills from the state?  The quality we expect of students?  What is formative assessment? Student observations that lead to improved lessons for next year?  A student observation that leads to instant feedback for that student?  Each new educational movement brings in its interpretation of a term.

We cannot even have an educational discussion because we use the same word to mean different things.

The Federal Gov’t wants to clarify the end product of learning instead of having states have their own standards. I agree. Even more the federal government should publish a dictionary of what educational terms mean so that everyone can use the words with the same meaning. A common vocabulary means that teachers within the same building, within the same district, within the same state, and within the same country can have a common meaning.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and RTI

According to Response Through Intervention (RTI), the most critical part of the interventions is Tier One where 80-90 percent of the students are in the regular classroom. The teacher uses baseline data, instruction, monitoring, diagnosing, and feedback with more assessments to see if students are showing growth in critical skills. Tier One is an excellent time for formative assessment.  Teachers can observe if the new strategy or modification of a strategy is making a difference in the students’ learning. The constant cycle of instruction, monitor, diagnosis, feedback and assessment in RTI is also the cycle for Formative Assessment. Tier One teachers who use formative assessment have more interventions on a regular basis in the classroom.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment Avoids One-Size-Fits-All Solutions

Grant Wiggins’ Big Ideas website published my latest article,  Formative Assessment: Not One-Size-Fits-All- Feedback.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment Rubric: Different than the Usual Rubric

You probably use a rubric to assess students.  Your rubric is most likely a summative rubric.  It tells the students what they did right or wrong (a score of 4/6).

It probably does not show the students what a proficient answer looks like so that they can improve (a formative assessment rubric). Since a formative assessment rubric includes what a proficient example looks like the students move from the theory of the rubric (what I got wrong or the abstract terms in the rubric) to the classroom practice (what does a “good” answer look like in practice) so that the students can change.

In addition, a formative assessment rubric contains suggestions for improvement for any less than proficient area. Students not only see a proficient response but they learn a strategy that will enable them to do  that proficient response.

The rubric moves from “a grade” to “an improvement”.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.