Ms. Williams should create analytic rubrics with strict criteria and levels of performance within the criteria so that students understand and are aware of expectations when completing assessments. Students will be able to compare their work to the rubric and get a clear understanding of what they can expect for a grade depending upon the performance levels. If a student feels they would score low on a certain criteria, it will be clear why they feel this way. Then, they can make the necessary adjustments to their work in order to score higher on that particular criteria. The use of analytic rubrics simplifies to the process for students so that expectations are clearly defined before the work begins. Ms. Williams should also give feedback when grading using the rubric so that students understand why they scored poorly on certain criteria.

Ms. Williams could come up with a mock assessment and allow the class to grade it. After the students are finished grading it, she should show and explain to the class the criteria she used. Ms. Williams should then allow class discussion for students to voice their concerns about the criteria used and she should provide feedback that allows for further understanding of criteria. While doing this she should display the assessment on an Elmo and underline criteria that was missed or poor.

Allowing the students to have copy of the assignment rubric that they can access can help guide them towards meeting the expectations. It would be helpful for Ms. Williams to also create this rubric in the form of a checklist and go over it with students prior to the assignment. It could also be beneficial to have brief one-on-ones with each students to give feedback as well as praise. This additional information will allow students to better judge their work while also giving them confidence in their ability to succeed.