As my second iteration of an Assessment for Learning rubric, I have mapped out the graduation of ability through a Likert scale: beginning to meet expectations, progressing, meeting expectations, exceeding expectations. I have also narrowed in on two additional criteria which I feel are crucial to any of my assessments: Backward Design and Focus on 4 C’s- Creativity, Collaboration, Communication and Critical thinking. The table below outlines other criteria that have either been combined or put into question. Read more about it here.

 

Criteria Beginning to meet expectations Progressing Meets expectations Exceeds expectations
Engagement/ motivation Teacher has recognized the voice and choice or his/her students varies and is looking for ways to engage them all, possibly through different means. Teacher has engaged some students but still needs to find ways to motivate those who show little interest in the assignment or activity. Teacher has engaged most students by meeting their needs and encouraging their interests to suit the goals of understanding Teacher has found ways to differentiate and engage all students by allowing them to pursue their passions, even if this means individually changing the content of the project.
Clarity of expectations Teacher has reviewed the content and criteria of assessment with students at the beginning of the assignment. Teacher has reviewed assessment criteria with students at the beginning and right before the evaluation. Teacher has reviewed the assessment criteria multiple times throughout the process and students have clear goals on what they are being evaluated on. Teacher has reviewed the criteria of assessment many times throughout the assignment, has given multiple forms of feedback and students have self-assessed their process and meeting their goals.
Attention to building confidence Teacher understands the importance of fostering confidence in students and uses reinforcing, reminding and redirecting language Teacher uses consistent positive language with students and encourages them to take risks by fostering a safe environment. Teacher has created a positive safe learning environment, encourages risk taking, and addresses learning differences so that students get what they need to succeed without fear of judgement by their peers. Teacher creates a safe learning environment, uses positive language, fosters a classroom culture of respect for learning differences, shows imperfection when making his/her own mistakes and models how to solve it to the class, encourages mistakes but gives advice on how improve. Failure is critical to learning.
Praise on effort
Focus on 4 C’s Teacher understands  the importance of fostering creativity, communication, collaboration and critical thinking in his/her students. Teacher provides opportunities for the 4 C’s throughout the day, lesson, assignment, and includes this focus when evaluating for understanding. Teacher models 4 C’s each day, helps guide students in these areas when they become stuck and gives plenty of opportunities for communication and collaboration with peers. Gives students independence to solve their own problems, has students share their strategies with each other, gives opportunities for group work and individual work, honors the idea that creativity can be physical expression or just in the stage of ideation.
Tracking of progress Progress is cataloged by class participation and quality of work. Progress is assessed at the beginning and end of a unit/lesson or assignment. Progress is assessed at beginning, middle and end of unit/lesson. Participation, group discussion and student reflections are components of progress. Progress is tracked through narrative anecdotal notes, beginning, middle and end of unit assessments, student reflections include opportunities for metacognition.
Integration of technology Students are offered to use their device to type in lieu of writing. Students have been trained in the proper use of multiple creative apps. Students integrate creative technologies into their studies ???
Communication of progress
Classroom Culture

Maybe this becomes learning environment?
Quality of Feedback Feedback is minimal, a score is offered with a side note. Feedback happens more frequently in multiple forms. Feedback is consistent throughout the project/unit/assignment. Written and verbal advice is given and revisited with student. Using why, how and what if questioning to promote deeper thinking. Feedback is consistent and comes from teacher-student, student-student, and student-teacher. Teacher encourages ways for students to receive constructive feedback but also how to give it, including to the teacher.
Backward design

 

 Teacher starts to focus on learning goals instead of activities to aim at standards or learning goals. Teacher has identified an enduring understanding. Hands-on, minds-on Teacher identifies big ideas and has made the visible to students through graduated difficulty in tasks and activities. Students are able to extract meaning from lesson/unit by uncovering the big ideas through a graduation of difficulty in tasks that lead them to form solutions that contribute to their communities.