Skip to Main Content

Center for Curriculum, Instruction and Technology (CCIT)

Create a Road Map Using Strategic Announcements

"Students need to sort through course policies and instructional content, stay aware of deadlines, and work hard to be part of a diverse community of learners! It's a tall order unless we establish parameters."

 Map point - GreenHow Many?

Determine the number of announcements you'll send each week and be consistent.

Tell your students.

  • Example: "You can expect around three announcements from me during each class week."

 Map point - GreenWhen and Why?

Determine the timing and purpose of the weekly announcements

Tell your students.

  • Example: "I will post announcements on the first day of the week (to kick things off), then again about three days later (positioned to help motivate and encourage forward progress), and finally, right at the end of the week (to provide some closure and open a channel for any last questions)."

 Map point - PurpleWhat Type?

Develop clear, consistent labels for announcements that make sense with the timing so students can process and sort easily.

Tell your students.

  • Example: "You can expect 4 types of announcements from me which will be titled as follows: Course Policies, Instructional Content, Dig Deeper, Lighting the Path."

 

Image: Two conversation bubbles about self-assessment: "I've self-assessed, and I believe I am at proficiency." "What are some examples of your proficiency?"

Rubrics as Communication Tools

 

3 Steps to Using Rubrics Proactively with Your Students

 

"I generally will not review or grade a piece of work that is not accompanied by a self-assessment. After experiencing rubric-referenced self-assessment, they [the students] tend to value it." 

 

 

1. Creating the Rubric

Have you ever involved your students in rubric creation? While you can create a rubric independently, it can be beneficial to students to think about what counts and how quality is defined for a task. Additionally, by setting the expectations for an assignment with the students, it ensures that the students are fully aware of the expectations before beginning an assignment. Start by defining the rubric criteria with students. You can create all or part of a rubric in a synchronous activity.

 

2. Communicating through (Rubric-Referenced) Self-Assessment

Have students complete an initial draft of the assignment. Then create an activity that asks students to identify (underline, highlight, or fill in a worksheet) the parts of their assignment that show evidence of proficiency as defined by the rubric. This is not only an effective way for students to self-assess and determine if they have not yet met a standard, but it also positions the rubric as a tool to guide conversations between you and the student as they work on the next draft.

 

3. Revising

Finally, have students use the feedback from their self-assessments to guide revision. If they identified areas where they have not yet met a standard, those are the areas they should focus on. Students are savvy, and they will not self-assess thoughtfully unless they know that their efforts can lead to opportunities to actually make improvements.

 

**Contact the CCIT team if you're interested in trying this and would like assistance with design and implementation!** 

To learn more about how to implement this strategy, check out the ASCD's  article, Self-Assessment Through Rubrics (PDF)

Return to the Instructional Strategies Main Page