I'm trying to make my students aware of four things:
- There's often times more than one way to solve a problem.
- There are usually four ways to represent a problem/solution: verbally, numerically, symbolically and graphically.
- Multiple skills can be put together to create new understanding.
- Strategies can often be generalized into a rule.
Tell me everything you can about the relationship described by the points: (2, 5) (-1, -1) and (5, 11).
...and gave them a page with two copies of this rubric. One for them to fill out when they finished the problem and one for me to fill out after they turned it in.
I'm not completely pleased with this rubric because there will be times when there may not be multiple points of entry to a problem or all four ways to represent a problem may not be applicable. Giving them the rubric was huge. From that day on, student's showing work ceased being a problem. They all realized that everything in class became an opportunity for assessment, I was clear about my expectations and they rose to meet them.
How does this work with SBG?
Each of the four columns will have it's own standard. I may weigh them as I think this is the stuff we're really after. I will also allow a student to call on skills to be validated. For example, if a student can identify finding slope as a skill needed to solve this problem and performs it correctly, the score on the slope standard becomes a 5. I do think that the student needs to identify the skill in order for it to be validated, though.
I know these ideas need some sharpening and I may be missing something, but I'm throwing them out to you anyway. So in all your free time...