Articles in this section

Summary of Rubric Revisions and FAQs

Kelley McKaig
  • Updated
Follow

Changes to All rubrics:

  • Reviewed the entire rubric, but especially the Emerging and Developing columns, for deficit language
  • Reviewed for language that devalued cultural assets or was difficult to assess without biases coming into play and removed applicable rows 
  • Added “Foundational Questions for teachers” and “Teacher can be seen…” sections to emphasize the teacher moves that support student success 

 

Agency

 

Screenshot 2024-07-01 at 11.59.13 AM.png
  • Added a Classroom Environment Survey as a way to assess whether the classroom environment promotes student agency
  • Removed the Academic Mindsets section so as not to inadvertently score or grade a student on their mindset and as part of the shift to assessing the classroom environment rather than the student themselves
  • Removed rows of the Behaviors section that might overly penalize students with disabilities or where it might be difficult to minimize bias
  • Kept a few rows of the Agency rubric that might be useful for student self-reflection

Collaboration

Screenshot 2024-07-01 at 11.58.57 AM.png
  • Removed rows where it was difficult to avoid grader/rater bias or that might implicitly devalue cultural assets or ways of being

Oral Communication

Screenshot 2024-07-01 at 11.59.31 AM.png
  • Adjusted Interpersonal Communication section to be for self-assessment since it is difficult to thoroughly assess students’ interpersonal communication and grader/rater bias is challenging to avoid
  • Created a K-2 rubric with a teacher and student facing component 

Written Communication

Screenshot 2024-07-01 at 11.58.43 AM.png
  • Created a K-2 rubric with a teacher and student facing component

 

General FAQs

Why do the rubrics say “test”? 

While the rubrics have undergone an extensive feedback and revision process, this is the first school year they will be used broadly in schools, and we would love to hear your feedback.

How can I provide feedback/let NTN know I would like to be part of any testing with teachers or students? 

Email Alix Horton, ahorton@newtechnetwork.org. 

What will happen to the rubrics in the future?

NTN will continue to respond to the feedback of educators as well as align with the broader educational field and best practices around assessment and equity as well, which could mean revising the rubrics in the future. 

What should I do if a students’ work is missing a key element and does not fit the Emerging column or any other column?

You can note that the indicator (or row of bullets) was not observed in the student work as a way to highlight that this is a skill the student might have or could develop but it simply did not appear in this piece of work. 

How can I support educators at my school in making the transition from the old rubrics to the new rubrics?

The old rubrics are still available in the Help Center so that you can transition slowly and build buy-in and understanding over time. 

NTN is happy to be a thought partner with you in this process. Please connect with your school coach or account manager or Alix Horton (ahorton@newtechnetwork.org) if we can be of assistance.

 

Agency FAQs

What is the essential Agency research?

Safir, S., & Dugan, J. (2021).Street data: A next-generation model for equity, pedagogy, and school transformation. Corwin.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1),1-26.

Flint, A. S., & Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254-264.

Freire, P. (2000). Pedagogy of the oppressed. Continuum.

Gorski, P. C. (2019). Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education. In Poverty Discourses in Teacher Education(pp. 5-13). Routledge.

Yosso*, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.

Why does NTN generally recommend avoiding grading Agency?

NTN is in the process of shifting our support around agency from having teachers assess the individual agency of a student to asking how classroom and school environments can activate a students’ agency. This aligns with the broader field and our belief that all students possess agency that can be activated in the right environment. That said, as a school you may find it useful to grade Agency to ensure teacher and student reflection, promote the importance of teacher scaffolding of agency, or ensure that attention is being paid to agency. If you’re grading Agency, we encourage you to be reflective about how your environment supports Agency so you can ensure your grading is equitable and fair. 

How does NTN recommend educators use the Agency Classroom Environment Survey?

NTN recommends giving parts or all of the survey to students periodically. Note that you might need to adjust language based on your school culture and your students. Working with your coach or fellow educators, celebrate areas of strength and consider practices you might implement to promote a classroom environment that is supportive of student agency. For ideas, see the NTN Practices Cards Supporting Agency Classroom Environment .  

How does the Agency Classroom Environment Survey differ from the NTN Culture Survey?

There is some overlap with the NTN Culture Survey, but the Agency survey is designed to be given more frequently, whether all or in part. For example, you might ask students to respond to two particular questions every week, or the entire survey monthly. That said, this is something we’d like feedback on- we’d love to hear how this works out in practice. 

 

Related articles

Comments

0 comments

Please sign in to leave a comment.