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Literacy 4-6

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Literacy 4-6 > Strategies > Checklists & Rubrics

Checklists & Rubrics

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Overview

Checklists and rubrics help students develop their abilities to self-assess and revise their writing. By listing learning targets and criteria, checklists and rubrics help students understand what is expected so they can monitor their work, enhancing Metacognition.

Use It in the Classroom

Learn how this school integrates rubrics and checklists. They use these tools to set clear criteria for self-assessments so students can take charge of revising, thus increasing Motivation and fostering a growth mindset. At 2:28, watch how students use colored pencils to identify evidence for having met the criteria, make comments, then revise their work, encouraging independent learning.

  • By providing a rubric that describes what excellent work looks like, teachers can help students understand the quality of work expected of them then encourage them to actively take responsibility for improving their work by self-evaluating and evaluating their peers' writing. Teachers can also involve students in creating rubrics, increasing their awareness of the applicable Genre Knowledge and their Motivation.

    • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    From 3:04, watch how Goobric, a Google Chrome extension, allows for rubrics to be set for students' self- and peer- assessment. By setting a clear rubric for students to assess their own and their peers' work, Goobric promotes Metacognition to help learners better understand what is expected of them.

  • Developers can integrate rubrics and checklists as guidelines for online community discussions, promoting Inhibition & Self-regulation during collaboration. They can also provide tools for learners to develop their own rubrics and to make comments tracing their own progress in their work.
    • View References

    Resources

    Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
    Examples

    Editing Checklist

    ReadWriteThink tools for students to edit their own and their peers' writing

    Examples

    Self-Assessment

    Tips for creating checklists and rubrics and including students in the process

    Examples

    The Writing Checklist

    How a teacher introduces a friendly checklist with graphics for students' self-assessment

    Research

    Metacognition & Self-Regulated Learning

    Subtopic that includes research on metacognitive processes that help learners plan what and how to learn on Digital Promise's Research Map

    Factors Supported by this Strategy

    Student Background
    Adverse Experiences
    Physical Well-being
    Safety
    Sleep
    Socioeconomic Status
    Social and Emotional Learning
    Emotion
    Motivation
    Self-regulation
    Cognition
    Attention
    Cognitive Flexibility
    Inhibition
    Long-term Memory
    Metacognition
    Short-term Memory
    Working Memory
    Literacy
    Foundational Writing Skills
    Genre Knowledge
    Syntax
    Verbal Reasoning
    Vocabulary

    More Metacognitive Supports Strategies

    Reflect on Learning

    Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.

    Self-instructions

    When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.

    Self-monitoring

    When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition.

    Goal Setting & Monitoring

    Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.

    Journaling

    Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.

    Positive Self-talk

    When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.

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