tag:blogger.com,1999:blog-4316441680614292030.post1714317163530313319..comments2024-03-28T10:54:19.014-07:00Comments on Asao B. Inoue's Infrequent Words: Thinking about One Point Rubrics, Standards, and DimensionsAsao B. Inouehttp://www.blogger.com/profile/05728962184475635542noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4316441680614292030.post-9481440582420989532015-08-01T08:20:22.172-07:002015-08-01T08:20:22.172-07:00Thanks, Margaret. It's worked for me. But you ...Thanks, Margaret. It's worked for me. But you are right that our feedback should be explained to students. They may not automatically know how to read our feedback and use it. It's always a good practice. Asao B. Inouehttps://www.blogger.com/profile/05728962184475635542noreply@blogger.comtag:blogger.com,1999:blog-4316441680614292030.post-77403289745682019232015-07-31T17:06:39.121-07:002015-07-31T17:06:39.121-07:00This makes sense on so many levels! Most students ...This makes sense on so many levels! Most students don't seem to understand rubrics anyway, they are incredibly arbitrary since they explain little to nothing about what a student did "right" or "wrong"--and they don't really help with any possible revisions. Your version would require teachers to explain their assessment, so a student could actually learn something Anonymoushttps://www.blogger.com/profile/00175000930985695397noreply@blogger.com