Participants will leave this session with a clearer understanding of how student-facing rubrics and self-evaluation practices. Participants will leave this session with a clearer understanding of how student-facing rubrics and self-evaluation practices can be made meaningful and manageable. This presentation will share actionable strategies for these important, but underutilized elements of the BTC pedagogical approach. We’ll explore why this practice is so often left behind, the friction that prevents students from using rubrics effectively, and how to structure both the rubrics and the routines that support them. Participants will analyze examples of real rubrics from my geometry classroom: what worked, what didn’t, and how they evolved. They’ll consider the difference between rubrics for student self-evaluation and those used by teachers, and reflect on how to assess not just what we test, but what we truly value.We’ll also discuss strategies for helping students shift from passive receivers of feedback to active participants in their learning, with self-evaluation as a formative, forward-looking practice, not just a ritual before a test. Participants will leave with ideas, strategies, and the opportunity to revise or design their own rubric in collaboration with peers.
