Third grade students took agency and co-constructed a rubric with their teacher. They first examined several exemplar pieces of work, reflected and then wrote down what criteria they felt was important to see in a piece of work that shows the process of mathematical computation.
This process of co-constructing a rubric in which to self-assess, peer-assess and teacher assess, made the assessment outcomes extremely clear for all. Students enjoyed the process so much that they shared with another teacher and then the process continued.
