Single Point Rubric: A Tool for Responsible Student Self-Assessment

Teachers who tap into the talents of each student involve students in goal setting and assessment of their own education. The single point rubric is an ethical tool to assist students with their responsibilities of goal setting and self-assessment of their own education. In this article, I describe key features of the single point rubric, how it is used, and how it is different from traditional multiple point rubrics. I also share some benefits of using single point rubrics along with suggestions of how to address concerns. Two sample, single point rubrics are provided. Introduction Formative assessment promotes student achievement (Black & William, 1998; 2009). Formative assessment occurs when assessment results are used by both students and teachers to further student learning. Black and William's work has shown that student self-assessment is an integral component of formative assessment. This is supported by Stiggins (2001) who asserts "involving students as partners in assessment is the single best way to improve student learning achievement" (p. 19). Effectively involving students in self-assessment enables students to answer three questions: a) Where am I going? b) Where am I now? And, c) How can I get there? (Chappuis, 2005). Engaging students in these steps of formative assessment requires that students self-assess or that peers give feedback to each other. The process of using the single point rubric embodies formative assessment and enables effective student self-assessment. This article describes how to use the single point rubric to effectively involve students in self-assessment that furthers learning. Many teachers see the value of involving students in self-assessment yet need more information about how to do it effectively. Teachers want to know how to get students to take responsibility for their own learning. Coercion does not result in quality, nor in lasting learning. Students need to be taught how to use assessment results to improve their own performance. Some students, after all, may not be willing to use feedback to improve because they just want to be finished with an assignment. Teachers can help students to selfassess effectively by providing a non-coercive environment of self-determination. As suggested by Ryan & Deci (2000), students can be invited to use assessment results to set do-able goals to accomplish clear learning targets. When students choose to set their own goals, instead of goals being set for them, they show deeper learning (Vansteenkiste, Lens, & Deci, 2006). In this context, students also show more engagement and higher persistence at learning activities. The Single Point Rubric: One Set of Goals One especially useful tool for helping students use assessment results to set their own goals is the single-point rubric. The single point rubric provides a single set of criteria for quality work. I was introduced to a single point rubric by Mary Dietz (2000) while attending a professional development program. The single point rubric (See Table 1) is a different kind of rubric from a typical, multiple point rubric. The single point rubric is a tool for each student to indicate the following: a) I know where I'm going; b) I know where I am now; c) I know how to get there; and, d) I know how to go beyond. I know where I'm going. First, the single point rubric is created and/or revised in collaboration with students. Students are invited to contribute to the creation or revision of a single set of quality criteria for an achievement target or task. Involving students in designing criteria helps them better understand what is expected. The single set of expected criteria is clarified further when the teacher leads students in filling out a practice rubric based on sample work. A rubric is then given to students at the beginning of their own assignment. The single list of clear criteria allows students to use the rubric to guide the creation and revision of the assignment. …