More and more schools are using development rubrics as an alternative to giving marks, particularly when it comes to skills that are difficult to assess quantitatively. Teachers of seven different schools have produced development rubrics for four different skills: collaborative learning, taking control of the learning process, applying learning strategies and personal and work reflection.
Development rubrics help give insights into the actions that are associated with various skills. In a development rubric, skills are broken down into different management levels, with each level characterised by concrete behaviour. This allows students to assess themselves per skill. Thanks to clear descriptions and incrementally small steps, the skill becomes clearer to them. As a teacher it allows you to monitor students’ progress and students are given insight into their own development.
Development rubrics make skills more tangible. The skill is broken down into levels and the behaviour for each level is given. Students can then use the matrix to score themselves. They can see where they stand, the development they’ve already undergone and which steps they still need to take to further develop a particular skill. This gives the students control of their own learning process.
For teachers, the rubrics give more grip on the way they want to develop a skill in students, or if they want to explicitly offer the skill to students. In this context, a distinction is made between teaching and applying skills and the matrix can also be used as a basis for coaching discussions with students.