Criteria and Assignment Sheets by jamiemccoy

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									Criteria and Assignment Sheets
Summer Smith Taylor
BBL, September 27 2004


Assumptions
 The criteria for evaluating students’ work should not be a surprise to them when the papers are
   returned.
 One of the main purposes of an assignment sheet is to establish criteria for evaluating the students’
   work.
 The reasons for each criterion should be established as well.
 The unit culminating in the completion of the assignment should teach the principles and skills
   needed to meet the criteria.
 When students receive graded papers, they should be able to tell what criteria were used and how
   they performed on each criterion.

Student-Developed Criteria (idea from Paula Mathieu, Director of First-Year Writing at MIT)
1. Have students read some samples of the genre for homework for the class period before you
   distribute the assignment sheet.
2. In class, discuss the strengths and weaknesses of the samples and then ask students to generate some
   criteria for the paper based on the discussion.
3. After class, consider how the students’ criteria mesh with your criteria and decide on the criteria you
   will use to evaluate the students’ work. Do not eliminate any of the criteria you originally planned
   to use, but do consider adding new criteria developed by the students or combining criteria in ways
   suggested by them.
4. On your assignment sheet, use the students’ own reasons, in addition to yours, to support the criteria
   that you share. Describe the other criteria as you usually would.

Consistency in Criteria throughout a Project
Making your criteria clear and consistent throughout a project unit can help your students focus on
learning the new principles and skills that you are emphasizing for that project and also help you remain
consistent in your teaching and grading. Criteria can be highlighted at many stages of a project:
 On the assignment sheet. Criteria can be listed and briefly described at the end of the assignment
    description.
 During the unit and on the syllabus. Lessons can be organized around criteria, so that it is clear that
    certain lessons teach principles and skills needed to meet certain criteria. This system can be
    highlighted on the syllabus by using the same language to label lessons as are used to describe the
    criteria. You can make special mention in class of how lessons relate to the assignment’s criteria.
 Through peer review. Before peer review, the class can review the criteria listed on the assignment
    sheet and then each student can mark the criterion or criteria that he or she thinks he may need help
    fulfilling. During the peer review, the students can focus on evaluating each others’ work according
    to the criteria and helping their peers revise to meet the criteria on which they are weakest.
 In response and grading. Targeting your responses to the criteria will demonstrate that the criteria
    established at the beginning are indeed those used to evaluate the paper. (In turn, this strategy will
    encourage students to focus on the criteria more closely when they prepare their next papers.) Using
    a response sheet that provides spaces for comments (and ratings, perhaps) regarding each criterion
    will help keep you and the students focused on the criteria.

								
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