Ross Cooper asks a great question: Should the 4Cs be graded?
Should communication, collaboration, critical thinking, and creativity be graded?
Remember that assessment is for learning, feedback for improvement, but grading is an evaluation of the moment.
Read Ross’s post and think about his ideas.
Rubrics can be created for anything, but are best created together with students, with a focus on what is proficient, rather than filling in the whole rubric with qualifiers. Just know what is proficient, to strive for, to exceed. Those criteria will change over the year as students’ starting points change and they nudge forward in their expertise.
What do students think critical thinking is? or creativity? Is there a common language from which learners can have a conversation?
For all the 4cs, that’s the big question: is there a common language understood about the expectations? After having that conversation, students can identify where they use the skills, and how well they apply them. The criteria to me would be a living document, and may, if learning is truly the goal, be personalized for each student along a continuum. And the progress made certainly would indicate to the student his success and next goals.
But what about the more visible communication and collaboration skills?
Should we grade communication and collaboration? I think both should begin with a conversation and development of expectations with students. They should observe and assess where they are, and then choose improvement goals.
Communication and collaboration are part of the Common Core State Standards so learning targets of proficiency could develop from those.
However, in my real world of students, I’m thinking about success, and that means that the proficiency goals for students would be personalized. Some of my students are stretching towards college level goals, and some are still putting words together. If I want learning, then proficiency is a continuum, setting new goals together to reach the next level based on feedback on what was done well and where improvement is needed. Feedback from students themselves, peers, and the teacher. Feedback as conversation, whether in conversation face-to-face or in conversation on a collaborative document. But feedback is the key to learning.
Any “grade” must be fairly decided by criteria and conversation of achievement of that criteria. It must be a fair representation of the student’s progress, and that representation will change over time.
Ross shared a great truth by Rick Wormeli:
“Students can learn without grades, but they can’t learn without timely, descriptive, feedback.” ~ Rick Wormeli
Because I think the learning will come from the doing, and the reflection on what helped and what didn’t will better guide next steps than a grade would, I would have that feedback conversation with kids during their projects and together decide what and if to grade – for all the 4cs– what and if to grade as a conversation.