Co-constructing Criteria

By Jana Nicol

One way to promote engagement in a universally designed classroom is to work with students to co-construct criteria.

Involving students in the creation of rubrics has many benefits:

Eliminating surprises - students know what is expected, and what should (and should not) be included in a finished product.

Instilling a sense of objectivity - students help determine the criteria that decides if a work sample is excellent, good, or needs improvement. As a result, students are empowered to examine their own work critically.

Facilititating peer feedback - Since students help set the criteria for quality work, it allows them to review the work of classmates and give feedback based on the expectations agreed upon at the beginning of the activity.

Facilititating self-assessment - students can use the criteria to evaluate their own work before sharing it with peers or handing it in. This creates opportunities for them to refine their work before seeking teacher-feedback, which can result in higher-quality work and improved grades!

• Increasing the frequency of feedback - by creating more opportunities for peer and self-assessment, in addition to teacher-evaluations of work, students will be given meaningful

feedback more often.

Increasing motivation and engagement of all learners - students like to know what is expected from them. When they get to help shape those expectations, it gives them a sense of autonomy over their learning, which can be a powerful motivator.

Devoting the time to co-construct criteria has a positive impact on student engagement and achievement. Involving students in setting criteria, and using peer and self-assessment is also a better practice that is used in universally designed classrooms.

How to get started:

Tell students about the assignment, and show them a model of exemplary work.

Review the model together, and ask them to define the characteristics that make it great.

•  Create a rubric together. Record it on chart paper or on the SMART board. Put it on display and/or print it out so that students can use it as a reference.

The level of complexity of the rubric should be appropriate to the student's grade level. A scale from 1-3, accompanied by a visual representation (e.g. red/yellow/green lights, or happy/neutral/sad faces) would be appropriate for elementary school students.


•