I realized this recently when I corrected a hosts of tests and other assignments.
In some cases, what I thought was crystal clear was confusing to students.
Also, in some regards, assignments lacked clear distinction about what was being assessed and what was expected.
As I think about the need to be explicit, I will embed the following practices into upcoming work.
- Make the time to think about learning units from beginning to end. Clearly identify the end goals or success criteria up front for students, family members, and colleagues.
- When creating assessments and assignments add the learning goal and expectation to the top of the assessment or assignment as much as possible.
- Create easy-to-access, read, and complete check-lists and rubrics to assignments and assessments so students can identify what's expected and eventually where they hit the mark and where they still have room for greater growth.
It' imperative to think about the need to be explicit when teaching students of all ages. That clarity will help everyone to do their job better. Onward.