Recently, I read “Know Your Terms: Holistic, Analytic, and Single-Point Rubrics” by Jennifer Gonzalez, of Cult of Pedagogy. It introduced me to the single-point rubric and this tool has transformed my teaching. I made some hacks to this rubric to allow me to provide more thorough and meaningful feedback to my students.

I’ve had issues with the traditional four-point rubric because, despite its attempt to be objective, it ends up limiting a teacher’s ability to provide students with personalized feedback. The single-point rubric simply identifies the objectives of an assignment but allows the teacher to assess a limitless spectrum of possible responses students can offer.

In Rethinking Rubrics, Maja Wilson points out that holistic and analytic rubrics drive a teacher to think only about the rubric while assessing student work. Teachers are unable to inform students about work that transcends the rubric. The student’s work is viewed in relation to the criteria of the rubric rather than used to reveal the potential within the student.

Traditional rubrics define what is standard, what is below standard, and what exceeds the standard. When proficiency is tiered, it complicates the definition of proficiency by allowing below standard areas to be acceptable because it can be averaged out by the criteria that meets or exceeds the standard. This sends the message to students that below-standard work is acceptable. It is inconsistent to say something is important but not that important if it can be balanced out by excelling in other areas.

Let’s take a presentation for example. In my class students are assessed on their voice, poise, research, and visual aid. Using a traditional rubric makes it possible for a student to pass a presentation when it is apparent he has not done any research. If he is able to earn 4’s on his voice and his delivery, earn a 3 on his visual aide, then he can have a 1 on research and still pass the presentation with an average of 3 on the rubric. To me, this is unacceptable. My hack of the single-point rubric makes all criteria equally valid and, if students are not meeting the standard, revision is expected until proficiency is met.

The other problem I’ve encountered with the traditional rubric is its attempt to define all areas and levels of proficiency. All too often I have seen students exhibit work that goes beyond the criteria defined in my rubric. Maybe the work inspired me. Maybe the work was creative. Maybe the work brought out curiosity or emotions within me. If it isn’t in the rubric, it is often ignored.

Another hack of the single-point rubric allows me to provide feedback on areas students feel are important to them. With the added box a student can request individual feedback on her work. This is actually my favorite feature of my rubric. I have had students ask me to look at their transitions, their word choice, the organization of the essay, or its flow. One of my favorite requests was “Is this essay interesting?” I was able to offer her feedback that helped her make her work more interesting.

Finally, my hack of the single-point rubric allows teachers to offer every student suggestion to promote future growth. With the added “Teacher Suggestions for Growth,” all students are offered ideas that will help them become more proficient. The traditional rubric ignores the fact that all students have areas in which they can improve. When a student earns all 4’s the teacher is often at a loss to make recommendations that promote growth. By leaving the rubric open-ended it makes it possible for the teacher to promote growth for each student.

The single-point rubric has provided me the ability to offer meaningful and individualized feedback that promotes growth and places value on the standards. Prior to using this, I have been frustrated with the limits of the traditional rubric. Since I’ve been using the single-point rubric, I feel I have found the balance between growth and proficiency by challenging all my students to meet and exceed standards regardless of ability.

Aaron Blackwelder is a Washington State Teacher of the Year candidate, a Washington State English Teacher Fellow, boys and girls golf high school golf coach, a contributor to Spectrum Magazine, and is co-founder of Teachers Going Gradeless. Follow him on Twitter at @AaronSBlackwel1.