Table of Contents

Goal Setting from Constructed-Response Assessments

This activity can easily be adapted for constructed-response assessments when a high-quality rubric is used to score student work AND students understand it.

Step 1. The rubric is returned with the scored work.

Step 2. Students review their work and the rubric. In one color, students highlight the rubric criteria and descriptors where they reached proficiency. In a second color, they highlight the criteria and descriptors not at proficiency.  This gives them the evidence for determining their strengths and weaknesses.

Step 3. Students then transfer the criteria that were their weaknesses directly to the goal-setting frame as goals. Students use the rubric descriptors to complete the stem, “One thing I am going to start doing is…”

Download a copy of the Steps for Goal Setting for Constructed-Response Assessments.