| During the 2021 to 2022 school year, an NTN team worked together to create the School Success Rubric, which articulated how schools might create more meaningful and equitable learning environments over time. After that work was completed, we decided to review our Learning Outcome rubrics to determine if they aligned with key components of the rubric, especially the asset-based mindsets row and the purposeful assessment focus area. This led us to partner with some key organizations to help us revise the rubrics. |
Timeline
| 2015-2016 |
Knowledge and Thinking, Written Communication & Agency Created Created from Envision Learning Partners’ original rubrics with the support of the Stanford Center for Assessment, Learning, and Equity (SCALE). Agency developed by NTN using research on non-cognitive skills |
| 2016-2017 |
Oral Communication & Collaboration Created Created by teams of NTN coaches using research on effective collaboration and communication. |
| 2021-2022 |
Creation of School Success Rubric An NTN team synthesized research to create our best articulation of how you might support the creation of a meaningful and equitable learning environment in your school |
| 2022-2023 |
Equity Review and Rubric Revision Knowledge and Thinking, Written Communication, Oral Communication, and Collaboration rubrics reviewed by Thrive with an equity lens, then revised by Envision Learning Partners. Agency reviewed by Brandi Hinnant-Crawford who also developed the Classroom Environment Survey. |
| 2023-2024 |
Further Rubric Revision An NTN team reviewed the rubrics for classroom usability and created test versions of Oral Communication, Collaboration, and a short version of an Agency rubric for testing. |
| Summer 2024 |
Initial launch Rubrics launched to new teachers and schools. |
Focus Questions and Revision Partners
In 2022, as part of NTN’s ongoing learning and work around the creation of equitable learning environments, we looked for partners to review our rubrics from an equity lens. Some of the questions we were interested in were:
- Do the rubrics allow students from a variety of cultural backgrounds to grow and shine?
- Are the rubrics supportive of students with a variety of disabilities?
- Where does deficit language that focuses on what students cannot do, implies students cannot grow, blames students for skills they haven’t developed yet, or sees cultural differences as negatives instead of assets, show up in the rubrics, and how can we mitigate for it?
- How can we provide more support for teacher practice within the rubrics so they don’t send the message that rubrics are just for assessing student performance?
- Does the Agency rubric align with current research around agency?
- Does the Agency rubric support our belief that all students are born with agency and it is the responsibility of educators to activate and support that agency?
We asked the organization THRIVE to review our Knowledge and Thinking, Written Communication, Oral Communication, and Collaboration rubrics. We then partnered with Envision Learning Partners (which is the new home of SCALE) to take the initial revision suggestions from THRIVE and implement them through our grade 8 -12 rubrics (where applicable). We also asked Dr. Brandi Hinnant-Crawford at Clemson University to help us review the Agency rubric. She has previously provided NTN her expertise around culturally responsive and sustaining education. Dr. Hinnant-Crawford synthesized the current literature around agency and reviewed the rubric with an equity focused, culturally sustaining lens.
For more detailed information on changes to the rubrics, visit Summary of Rubric Revisions and FAQs
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