Many teachers as researchers have inquired about this topic!
Steven Levy, in his article entitled The End of the Never Ending Line , writes of his experience helping his students uncover the process connected to a very simple task, drawing a free-hand, straight line. The process includes:
Developing criteria and standards
Developing a rubric
Evaluating work based on examples generated by class
His findings: Students gained a better understanding of the process related to the task at hand, they established better work habits, and they were able to transfer this awareness to other learning experiences.
Involving students in the development of performance targets can be an effective instructional tool because students who are given the task of analyzing quality work and its critical components become better performers themselves (Skillings and Ferrell 2000).
Meta-cognitive skills are built during this process, and the skills that are developed transfer over to new learning situations (Skillings and Ferrell 2000).
Students should participate in the process of developing writing rubrics because instructionally useful rubrics are created by readers who think reflectively about how to make their own and others’ writing better (Spandel 2006).
Model writing process and utilize teacher-created rubric, with exemplar pieces (MCAs samples), to assist students to develop and publish their first Personal Narrative piece.
Support students to develop and publish a second Personal Narrative piece by providing an opportunity for students to participate in the process of generating the rubric through examination of student work from their first published piece.
Document observations throughout the process and during student-teacher conferencing
Collect reflections from students about their experience of utilizing a teacher-created rubric v. a student-generated rubric
Compare the two published Personal Narratives to assess growth in written expression after introducing the development of a student-generated rubric