Case Study (Page 644 in Text)

1. Developing a  rubric:

1. Look at models: Show students examples of good and not so good work based on composites of work not linked to individual students. Identify the characteristics that make the good ones good and the bad ones bad.
2. List criteria: Use the discussion of models to begin a list of what counts in quality work.
3. Articulate gradations of quality: Describe the best and worst levels of quality; then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work..
4. Practice on models: Have students use the rubrics to evaluate the models given in Step 1.
5. Use self-assessment and peer-assessment: Give students their task. As they work, stop them occasionally for self and peer assessment.
6. Revise: Always give students time to revise their work based on feedback they get in Step 5.
7. Use teacher assessment: In your grading, be sure to use the same rubric students used to assess their work.

2. Miss Wren should keep in mind that good grades do promote motivation and learning. "Written or oral feedback that includes specific comments on errors or faulty strategies, but then balances this criticism with suggestions about how to improve along with comments on positive aspects of work increases learning" (630). Grades can really encourage a  student's motivation to learn if they are tied to meaningful learning. Good grades tell a student that they are succeeding, which will in turn push them to achieve bigger and better goals. I also think that good grades sparks more curiosity in children, as then are always eager and ready to learn new material and look forward to learning in the future.