Elevating Quality: Feedback, Rubrics, and Our ROCK Values
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as a learning community, use our ROCK values, feedback, and rubrics to cultivate a culture of high-quality work and continuous growth?Essential Questions
Supporting questions that break down major concepts.- How can we define “high-quality work” in a way that reflects our ROCK values?
- How can feedback help us improve the quality of our work?
- How can rubrics help us understand the expectations for high-quality work?
- How can we use our ROCK values to guide our feedback and assessment?
- How can we create a learning community that is always growing and improving?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Define high-quality work using ROCK values
- Use feedback to improve work quality
- Use rubrics to understand expectations
- Apply ROCK values to guide feedback and assessment
- Create a learning community focused on growth
Entry Events
Events that will be used to introduce the project to studentsAnonymous Work Analysis
The instructor shares anonymous examples of past work, some strong and some weak. The students, in groups, use a rubric to score the work and provide feedback. Groups then share their evaluations, discussing discrepancies and justifications for their scores. This sparks conversation around the importance of high-quality work and the role of feedback in achieving it.Gallery Walk & Feedback
Students participate in a 'gallery walk' of real-world examples showcasing work that exemplifies (or fails to exemplify) the 'ROCK' values. They provide written feedback and constructive criticism, focusing on how the work could be improved to better align with the values and achieve higher quality.Crisis Case: The Cost of Poor Quality
Show a short video clip of a famous product recall or a company crisis caused by poor quality control. After watching, facilitate a discussion on the importance of quality, values, and feedback in preventing similar situations.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.ROCK Solid Foundations: Defining High-Quality
Students will begin by brainstorming what each of the ROCK values (Respect, Ownership, Community, Knowledge) means to them individually. Then, in small groups, they will collaborate to create a shared definition of 'high-quality work' that incorporates all ROCK values. This definition will serve as a foundation for the rest of the project.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA collaboratively written definition of 'high-quality work' that integrates the ROCK values.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Define high-quality work using ROCK valuesRubric Roadmaps: Understanding Expectations
Students will analyze provided rubrics (or create their own simplified versions) for various types of assignments relevant to the adult education context (e.g., presentations, written reports, project proposals). They will deconstruct the rubrics to identify the specific criteria and performance levels, ensuring they understand what is expected for high-quality work.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAnnotated rubrics with explanations of each criterion and performance level in student-friendly language.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Use rubrics to understand expectationsFeedback Firestarters: Igniting Improvement
Students will practice giving and receiving constructive feedback using the ROCK values as guiding principles. They will participate in mock peer review sessions, focusing on providing specific, actionable, and kind feedback that helps their peers improve their work.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA record of feedback given and received, along with a reflection on how the feedback has impacted their understanding of high-quality work.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Use feedback to improve work qualityROCK Value Reflection: Self-Assessment
Students will design a self-assessment checklist rooted in the ROCK values. This checklist will prompt reflection on their own work and identify areas where they have excelled and areas where they need to improve in relation to the ROCK values and the definition of high-quality work established in Activity 1.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA personalized self-assessment checklist based on the ROCK values, and a completed self-assessment based on a piece of their own work.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Apply ROCK values to guide feedback and assessmentCommunity Compass: Guiding Growth Together
Students will create a collaborative guide or set of 'community norms' for giving and receiving feedback within the learning community. This guide will emphasize the importance of respect, ownership, and continuous growth. It can include sentence starters for providing feedback, tips for receiving feedback gracefully, and strategies for resolving conflicts related to feedback.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA collaboratively created guide to community norms for feedback, including actionable strategies and tips.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Create a learning community focused on growthRubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioROCK Values, Feedback, and Continuous Improvement Rubric
Definition Quality
This category assesses the degree to which the definition of 'high-quality work' effectively integrates the ROCK values, reflects collaborative input, and is articulated clearly and concisely.Integration of ROCK Values
The definition clearly articulates what high-quality work means within the context of the learning community, directly referencing and explaining each ROCK value (Respect, Ownership, Community, Knowledge).
Exemplary
4 PointsThe definition vividly and innovatively integrates all ROCK values, providing a nuanced understanding of high-quality work within the learning community. The articulation demonstrates a deep commitment to embodying these values.
Proficient
3 PointsThe definition clearly integrates all ROCK values, demonstrating a solid understanding of high-quality work within the learning community. The articulation is thorough and well-reasoned.
Developing
2 PointsThe definition attempts to integrate ROCK values but may not fully articulate the connection to high-quality work or may be missing one or two ROCK values. The articulation is basic and needs further development.
Beginning
1 PointsThe definition is missing or does not address the ROCK values, and the understanding of high-quality work is unclear or absent. The articulation is incomplete and requires significant revision.
Collaborative Contribution
The collaboratively written definition reflects a shared understanding of high-quality work, demonstrating that all group members contributed and that diverse perspectives were considered.
Exemplary
4 PointsThe definition is a powerful synthesis of diverse perspectives, demonstrating exceptional collaboration and inclusivity. The definition reflects active engagement from all group members, enhancing its depth and relevance.
Proficient
3 PointsThe definition reflects the contributions of all group members, demonstrating effective collaboration and a shared understanding of high-quality work.
Developing
2 PointsThe definition shows some evidence of collaboration but may be dominated by one or two voices, or may not fully represent the perspectives of all group members.
Beginning
1 PointsThe definition appears to be the work of a single individual, with little or no evidence of collaboration or consideration of diverse perspectives.
Clarity and Conciseness
The definition is clearly and concisely written, making it easy for all members of the learning community to understand and apply in their work.
Exemplary
4 PointsThe definition is exceptionally clear, concise, and inspiring, acting as a model for effective communication. It is highly accessible and motivates continuous improvement.
Proficient
3 PointsThe definition is clear, concise, and easy to understand, making it readily applicable to the learning community.
Developing
2 PointsThe definition is somewhat unclear or verbose, making it challenging for some members of the learning community to fully understand and apply it.
Beginning
1 PointsThe definition is confusing, poorly written, or inaccessible, making it difficult for members of the learning community to understand or apply it.
Rubric Analysis
This category evaluates the student's ability to understand, interpret, and translate rubrics into accessible language, demonstrating their capacity to use rubrics as tools for self-assessment and improvement.Clarity and Accuracy
The annotated rubrics demonstrate a thorough understanding of the criteria and performance levels, translating them into student-friendly language that enhances clarity and accessibility.
Exemplary
4 PointsThe annotations are exceptionally insightful, transforming the rubrics into highly accessible and empowering tools for self-assessment and continuous improvement. Demonstrates leadership in understanding the rubrics.
Proficient
3 PointsThe annotations are thorough and accurate, effectively translating the rubrics into student-friendly language.
Developing
2 PointsThe annotations are superficial or incomplete, providing limited clarification of the criteria and performance levels.
Beginning
1 PointsThe rubrics are not annotated, or the annotations are inaccurate and do not improve understanding.
Relevance and Applicability
The selection of rubrics is relevant to the assignments and tasks typically encountered in the adult education context, and the annotations provide practical guidance for improving work quality.
Exemplary
4 PointsThe selected rubrics are exceptionally relevant and versatile, addressing a wide range of tasks and assignments with sophisticated annotations that offer profound insights and practical guidance.
Proficient
3 PointsThe selected rubrics are relevant and applicable to common assignments, and the annotations provide useful guidance for improving work quality.
Developing
2 PointsThe selected rubrics are of limited relevance, and the annotations provide minimal guidance for improving work quality.
Beginning
1 PointsThe selected rubrics are irrelevant to the adult education context, and the annotations (if any) offer no practical guidance.
Critical Thinking
The annotated rubrics demonstrate critical thinking by identifying the key components of effective assessment and explaining how the rubrics can be used to promote continuous improvement.
Exemplary
4 PointsThe annotated rubrics exhibit profound critical thinking, providing a transformative perspective on assessment as a powerful driver for growth and excellence.
Proficient
3 PointsThe annotated rubrics demonstrate effective critical thinking, explaining how rubrics can be used to promote continuous improvement.
Developing
2 PointsThe annotated rubrics show limited critical thinking, with a superficial explanation of how rubrics relate to continuous improvement.
Beginning
1 PointsThe annotated rubrics lack critical thinking and fail to explain the connection between rubrics and continuous improvement.
Feedback Proficiency
This category assesses the student's ability to provide and receive constructive feedback, demonstrating their commitment to continuous improvement and their capacity to support the growth of their peers.Application of ROCK Values
The feedback provided demonstrates a clear understanding of the ROCK values, applying them thoughtfully to assess the quality of the sample work and suggest areas for improvement.
Exemplary
4 PointsThe feedback is exceptionally insightful, demonstrating an innovative application of ROCK values that inspires transformative improvements in the sample work. Leadership in providing constructive feedback is evident.
Proficient
3 PointsThe feedback is thorough and well-reasoned, demonstrating a clear understanding and application of the ROCK values.
Developing
2 PointsThe feedback is superficial or generic, with a limited application of the ROCK values.
Beginning
1 PointsThe feedback is missing or does not address the ROCK values, providing little to no constructive criticism.
Specificity and Tone
The feedback is specific, actionable, and kind, providing concrete suggestions for improvement that are delivered in a respectful and supportive manner.
Exemplary
4 PointsThe feedback is exceptionally specific, actionable, and empathetic, fostering a profound sense of trust and inspiring a commitment to excellence.
Proficient
3 PointsThe feedback is specific, actionable, and kind, offering concrete suggestions for improvement in a respectful manner.
Developing
2 PointsThe feedback is vague, unclear, or harsh, lacking specific suggestions for improvement.
Beginning
1 PointsThe feedback is missing, unhelpful, or disrespectful, failing to provide constructive criticism.
Reflection and Action Planning
The reflection demonstrates a thoughtful analysis of the feedback received, identifying specific areas for improvement in the student's own work and outlining concrete steps for achieving those improvements.
Exemplary
4 PointsThe reflection is profoundly insightful, revealing a transformative understanding of the feedback received and a visionary plan for achieving exceptional improvements.
Proficient
3 PointsThe reflection is thorough and insightful, demonstrating a clear understanding of the feedback received and outlining concrete steps for improvement.
Developing
2 PointsThe reflection is superficial or incomplete, with a limited analysis of the feedback received and vague plans for improvement.
Beginning
1 PointsThe reflection is missing or fails to address the feedback received, providing no concrete plans for improvement.
Self-Reflection
This category assesses the student's ability to reflect on their own work using the ROCK values as a guide, demonstrating their capacity for self-assessment and continuous improvement.Checklist Quality
The self-assessment checklist is comprehensive and well-organized, covering all relevant aspects of the student's work and providing clear and concise questions for reflection. The checklist is directly aligned with the collaboratively created definition of 'high-quality work'.
Exemplary
4 PointsThe self-assessment checklist is exceptionally comprehensive, insightful, and meticulously aligned with the definition of 'high-quality work,' inspiring transformative self-reflection and continuous improvement. Demonstrates leadership in the development of a quality self-assessment tool.
Proficient
3 PointsThe self-assessment checklist is comprehensive, well-organized, and aligned with the definition of 'high-quality work'.
Developing
2 PointsThe self-assessment checklist is incomplete or poorly organized, with limited alignment to the definition of 'high-quality work'.
Beginning
1 PointsThe self-assessment checklist is missing or irrelevant to the student's work and the definition of 'high-quality work'.
Honesty and Thoroughness
The self-assessment is honest and thorough, providing a balanced evaluation of the student's strengths and weaknesses in relation to the ROCK values.
Exemplary
4 PointsThe self-assessment is exceptionally honest, insightful, and transformative, revealing a profound understanding of strengths and weaknesses with a commitment to continuous growth.
Proficient
3 PointsThe self-assessment is honest and thorough, providing a balanced evaluation of strengths and weaknesses.
Developing
2 PointsThe self-assessment is superficial or biased, lacking a balanced evaluation of strengths and weaknesses.
Beginning
1 PointsThe self-assessment is dishonest or incomplete, failing to provide a meaningful evaluation of the student's work.
Action Planning
The self-assessment identifies specific areas for improvement and outlines concrete steps for addressing those areas, demonstrating a commitment to continuous growth and development.
Exemplary
4 PointsThe self-assessment is exceptionally proactive, identifying transformative opportunities for growth and developing visionary strategies for achieving profound improvements.
Proficient
3 PointsThe self-assessment identifies specific areas for improvement and outlines concrete steps for addressing those areas.
Developing
2 PointsThe self-assessment identifies vague areas for improvement but lacks concrete steps for addressing those areas.
Beginning
1 PointsThe self-assessment fails to identify areas for improvement or outline any steps for addressing those areas.
Community Norms Guide
This category evaluates the student's ability to create a collaborative guide to community norms for feedback, demonstrating their commitment to fostering a positive and supportive learning environment.Comprehensiveness and Organization
The guide to community norms is comprehensive and well-organized, covering all relevant aspects of giving and receiving feedback and providing clear and actionable strategies.
Exemplary
4 PointsThe guide is exceptionally comprehensive, insightful, and inspiring, creating a transformative vision for a supportive and growth-oriented learning community. Demonstrates leadership in community building.
Proficient
3 PointsThe guide is comprehensive and well-organized, covering all relevant aspects of giving and receiving feedback.
Developing
2 PointsThe guide is incomplete or poorly organized, with limited coverage of relevant aspects of feedback.
Beginning
1 PointsThe guide is missing or irrelevant to the process of giving and receiving feedback.
Integration of ROCK Values
The guide clearly integrates the ROCK values, explaining how they can be applied to create a positive and supportive feedback environment.
Exemplary
4 PointsThe guide seamlessly integrates the ROCK values, creating a deeply resonant and transformative framework for fostering a culture of trust, respect, and continuous growth.
Proficient
3 PointsThe guide clearly integrates the ROCK values, explaining how they can be applied to create a positive feedback environment.
Developing
2 PointsThe guide mentions the ROCK values but does not fully explain how they relate to the feedback process.
Beginning
1 PointsThe guide does not address the ROCK values or their relevance to the feedback process.
Collaborative Creation
The guide is collaboratively created, reflecting the input and perspectives of all members of the learning community.
Exemplary
4 PointsThe guide is a powerful testament to the collective wisdom and shared commitment of the learning community, fostering a deep sense of ownership and collective responsibility.
Proficient
3 PointsThe guide is collaboratively created, reflecting the input of all members of the learning community.
Developing
2 PointsThe guide shows some evidence of collaboration but may be dominated by one or two voices.
Beginning
1 PointsThe guide appears to be the work of a single individual, with little or no evidence of collaboration.