diverge · Feedback · 185–250 min · 4-30 people · medium energy

Self-Guided Assessment & Rubric Co-creation

This method empowers students to define learning objectives and assessment criteria for unconventional assignments, fostering critical thinking and ownership. It involves collaborative rubric creation, self-assessment, peer assessment, and reflection to enhance metacognitive skills.

When to use Self-Guided Assessment & Rubric Co-creation

Use this method when you want students to take ownership of their learning and develop critical thinking skills through co-creating assessment criteria for challenging assignments.

What it solves

Students feeling overwhelmed by unconventional assignments or lacking motivation due to a perceived disconnect between grades and learning.

How to run Self-Guided Assessment & Rubric Co-creation, step by step

  1. Introduce the unconventional assignment and learning objectives. Brainstorm potential assessment criteria individually (10 mins).
  2. In small groups, cluster and refine brainstormed criteria into 4-8 categories. Pair groups to compare and merge criteria (35 mins).
  3. Craft detailed rubric descriptions for each category in a World Café format, defining performance levels (45-60 mins).
  4. Compile a draft rubric and facilitate a class discussion to review and finalize it (35 mins).
  5. Students self-assess, peer-assess, and receive teacher assessment on the unconventional assignment using the co-created rubric. Facilitate a peer discussion to reflect on the assessments (120 mins).

Materials needed

  • Unconventional assignment description
  • Sticky notes
  • Markers
  • Sheets of paper
  • Draft rubric
  • Critical reflection report template
  • Reflective questions for peer reflection

Facilitator tips

  • Encourage active listening and critical evaluation during criteria refinement.
  • Ensure all group members contribute their perspectives.
  • Provide clear instructions and time limits for each step.

Common pitfalls

  • Students struggling to define clear and measurable assessment criteria. Provide examples and guiding questions.
  • Unequal participation in group discussions. Actively facilitate and encourage quieter students to contribute.

Variations

  • Adapt the assignment to different subjects or skill levels.
  • Use a different collaborative decision-making method instead of World Cafe.

Running it online or hybrid

Use a collaborative whiteboard tool like Miro or Mural for brainstorming and clustering criteria. Facilitate discussions via video conferencing.

What it produces

A collaboratively created assessment rubric, self-assessment, peer assessment, and a critical reflection report.

Origin

Adapted from Transition Makers Toolbox — source

Build a session around Self-Guided Assessment & Rubric Co-creation

METODIC places Self-Guided Assessment & Rubric Co-creation inside a complete, timed session plan — agenda, worksheets, facilitator guide and slides — matched to your group and goal.

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