Assessment Rubrics to reinforce Home/ School Learning Support Partnership

Who remembers ‘Layered targets’? You know, the must, should and could’s. Originally these were issued to inspire self-motivation. To get children to push themselves by tackling the must then, when completed, to move on to the should and could rather than sit back and celebrate the first success.

Initially a good thought. Though, as with most ideas, there was a counter thought. As well as it could motivate children to be self motivational, it could also cause children to be self condemning. Killing confidence if they could not do the must let alone the should and could targets.

The sharing of the objectives has to be considered a good thing. Allowing the children to understand what it is that they are working towards. Though layered targets always lacked two things, a purpose to push yourself and an added layer of support to encourage our learners to tackle each problem.

I have updated the Digital Badge Assessment Criteria, including Assessment Rubrics to inform children and parents (the added support layer) of what it is their child is working towards within each badge. The assessment rubrics are completed for all the badges that children work through within the curriculum and parents can view them in advance whenever and wherever they like by visiting our Digital Enrichment site. Rather than email an assigned badge to parents, with its set objectives, children now follow the same objective but with a different outcome. Children tackle a problem and their efforts might gain them 1,2 or 3 points; essentially the must, should and could. The amount of points that each child accumulates is added together at the end of the badge unit. The amount of points falls within a band that decides whether they get the Initiator, Developer or Extender badge for that unit. It also falls within a band that informs how they fair against county and national expectations for Computing.

Better still though is that the good old fashioned mark book, correlated to the rubrics, is back with a digital twist. Completed each lesson, this informs home and school of what it is that each child excelled at at what it is precisely that they need support with. This support is then provided at school and potentially at home.

The assessment rubrics for each badge unit that every child will do in the Badge curriculum, when shared with the school community – especially parents, provide the purpose as children want to gain the points and get the badge they want and parents can provide the extra layer of support at home as they know what it is that they are working towards, potentially before the children do!

To support the parents in finding a way to actually do the support, we will be utilising Google Classroom. Each digital badge unit will be accompanied with a virtual Google Classroom containing its curriculum content. As we continue to Blend Learning, all the Computing learning will be Flipped. Quality teaching will be pre-recorded for pupils to watch before, during and after the development stage of the new learning. Parents will be able to watch this quality first teaching too and use it as model to base their support. Parents can view the teaching video to understand how the learning objective or problem is being addressed.

The whole community can view the teaching, alongside access of the assessment rubric, to tailor the support of each individual learner of whatever it is that they need supporting within the concept. Resources used within the lesson will be uploaded, shared and distributed with the video using Google Classroom and parents, teachers and pupils can communicate within it adding another layer of peer support be it parent-to-parent, teacher-to-parent, teacher-to-pupil or pupil-to-pupil.

Utilising Google’s offering of YouTube, Classroom, Docs, Drive and Sites to help parents and teachers work together to provide the tailored curriculum to help their child and our learner learn most effectively.


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