I am going to try formative rubrics for drafts. I think this might help with student responsibility in the revision process, thus taking some weight off me to be the "corrector" or editor. 

I have created many rubrics but have not properly vetted them before using them. I love the idea of testing. When I graded research papers, I used to put them in piles based on a holistic approach. This would be a great way to test a rubric for accuracy. I also need to take out ranges in the criteria unless I am able to quantify the differences between point values.  

I have found that the students will mirror the language I used in the rubric but NOT be able to give specific feedback.  An example would be: "thesis is clear" but not be able to find, highlight, or copy and paste the thesis. 

I want to make my rubrics more analytical to make the feedback more specific. Many of the rubrics we use in the courses I teach are already constructed for me. I do find this limits creativity.  

En este módulo aprendí la importancia de diseñar evaluaciones en línea alineadas con los objetivos de aprendizaje y que ofrezcan retroalimentación significativa a los estudiantes. Aplicaré lo aprendido desarrollando instrumentos que midan la comprensión, fomenten la reflexión y brinden retroalimentación inmediata en mis cursos.

The more you can write to a student that is individualistic, the more the student will believe you took the time to grade the assessment.  

Having a group that you can monitor and evaluate as you are creating or changing a rubric will help withe their self-assessment when the class is over. 

Rubric feedback must be specific to task, goal, and person.  It should be written as if you are writing directly to that student.

Specific feedback will make the rubrics come alive.  It lets students see exactly where points are gained and lost.

Prompt feedback to student is essential as it is a response providing to the student's questions and needs.