Handouts are available below.

Big Idea

How can we mark student graphs more efficiently? I’ve started using a one-column rubric, and it’s helped me mark student graphs faster than before because I’m not calculating and adding every single point they get and then giving a mark out of 10 or 15 (or whatever). Instead, I’m looking for 4 things that demonstrate whether a student can generate a graph proficiently – demonstrate those 4 things, and a student is proficient at graphing. If not, the student is developing or emerging at graphing. And, it’s also possible that a graph exceeds expectations too. But, how do we get there? Watch the episode for more details.

Episode Notes

With regards to one-column rubrics…

1. I write down and assess criteria for what it means for a student to be proficient when it comes to a skill or standard.
2. For one-column rubrics for graphing with my science 8 students, my one-column rubric had this set of criteria: students had to draw graphs that were labeled correctly, maximized the space given to them, had a defined and regular scale on the x and y axis, used a ruler to draw out axes and lines, and had clear labeling of different data sets when necessary.
3. Students who fulfilled all the criteria I outlined were proficient in graphing; anyone who fell short would be developing or emerging (with emerging being the lowest level) and this all depends on how much of the criteria is missing from their graphs.
4. It is possible to exceed the expectations of being proficient and get an extending assessment. With my students, this would mean students would select the correct graph – either line or bar – that best represents the data.

Resources

Handout(s): Ep76 Handouts – How to Mark Graphs Quicker Using a One-Column Rubric

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