The Progressive Teacher Vol 02 Issue 04

counselling
ask sarita
Sarita Mathur is a free-lance education consultant offering services to schools, both rural and urban,
in India and abroad. An alumnus of St. Stephen’s College, Sarita has a degree in Mathematics,
Education and a post-graduate degree in Operations Research. The Mathematics background and her
well-honed sense of systems and processes had her institutionalise several long lasting and important
changes as Principal of The Shri Ram School placing it firmly on the map as a progressive and leading
school of India. Sarita has served as a consultant on the International curriculum of the CBSE and also
serves as advisor/consultant to several curriculum companies, schools and start-up ventures.
Q: What is a rubric? I understand it helps a teacher to mark
student work. Can you elaborate?
Ans: A rubric is a tool that is used to assess student work. In a rubric,
work is assessed on fixed and pre-decided criteria. These criteria can
be decided on by the teacher who will be conducting the assessment.
A student is graded on each criterion as per a 5 to 1 scale (5 highest,
1 lowest). How a student gets a particular score is described in crisp,
descriptive detail e.g. what exactly is expected of a student in order
that she gets a 5 on the first parameter? Descriptions are given for the
other scores as well i.e. 4, 3 , 2 and 1. These descriptions are called
‘descriptors’.
The descriptors are valuable to the student and teacher alike. They tell
the student what they have to do or what their work should reflect
and/or display in order that they produce high quality work and hence
score the maximum marks possible on that criterion. At the same time
they tell the teacher what to look for and how to award marks in a
transparent and fair way across all students thereby encouraging and
obtaining high quality work among students.
Here is an example of a rubric that has been designed for assessing
‘hand writing development’ in Class 2 students. The teacher has
chosen four criteria on which to assess handwriting namely: formation
of letters, spacing of letters, slant of letters and neatness. Note, the
teacher is using a three–point scale and not a five-point one to decide
the level of attainment on each criterion.
Criteria
Formation
of letters
Spacing of
letters
Slant of
letters
Neatness
Tops and
bottoms of
various letters
are well
aligned, loops
perfect, letterformation
accurate
Perfectly even
Perfectly even
Descriptors
3 2
No visible
erasing, uses
pointed pencil,
no smudges
Most but not
all letters
are aligned,
loops mostly
well formed,
most letters
are formed
correctly
Somewhat
even
More or less
even
Some erasing,
overall quite
neat but
not quite
spectacular
1
Tops and
bottoms of
letters mostly
not aligned,
formation of
letters sloppy
and irregular
Irregular with
uneven sized
gaps
Uneven, sloping
in different
ways
Messy, work
does not have a
pleasant look;
use of blunt
pencil, smudges
visible.
Many teachers mistake a rubric for a marking guide or marking
scheme. Marking guides are not so specific and descriptive as rubrics.
Rubrics are best used for project work, activities or to assess progress
of students on development of certain skills over a period of time e.g.
essay writing. Marking guides are mostly used for marking tests!
Q: What is the difference between ‘drill’ and ‘practice’?
Ans: Drill is specific type of practice.
When
a student
practices a
certain type of task
with some but deliberately
very little variation for an
extended period of time, it is a ‘drill’.
Drills are usually used to consolidate skills
that have already been acquired. Drills can get
progressively tougher.
‘Practice’ involves performing tasks both repeatedly and regularly
in order to acquire, improve and remain proficient. The benefits of
practice are usually more enduring in nature as compared to the
benefit of drills. However drills are useful as they comprise parts that
make the whole.
A basketball player is being drilled as his coach asks him to repeatedly
do layups with variations in perhaps - line of approach. The player is
practising the skill that he has acquired through drill (taking layups)
by taking passes, being obstructed as he approaches the basket and
shooting.
The simplified examples below highlight the difference.
Practice Task
Expand the following:
1. (a + 5)2
2. (3 – b)2
3. (5x+ 2)2
4. (y – 8)2
5. (2x – 2y)2
6. (a + 5)3
Drill Task
Expand the following:
1. (a + b)2
2. (a + x)2
3. (x + 2)2
4. (2 + b)2
5. (2x + w)2
6. (x + 2w)2
Q: What should I do to teach my senior students to say ‘good
morning’ to me (or their other teachers) when they cross me in
the corridor? They just walk by as if they have not seen me. I feel
it is disrespectful.
Ans: You are right. Most societies do expect individuals to
acknowledge one another’s presence, especially when they are known
to each other with a greeting, smile or body gesture. It is civil and an
accepted norm. If your students are not wishing you, use a strategy
that will work overnight. Don’t wait for them to walk past you, wish
them instead with a loud cheerful ‘good morning’ taking their name as
you greet.
Try it today. Don’t forget to smile!
Email your queries at:
asksarita@progressiveteacher.in
8 The Progressive Teacher Sep/Oct 2015