Date of this Version
In this action research study of my classroom of sixth grade mathematics, I investigated the impact of rubrics on strengthening students’ mathematical understanding and students’ ability to communicate about problem solving processes. The feedback was given on three daily bell-work problems assigned at the beginning of each class over the previous lesson. I discovered that the use of these rubrics were beneficial to the students and teacher. Once students were given the expectations of the bell-work problems and became comfortable with the rubric, the quality of their work and communication of solutions was higher than before the rubric system was implemented. As a result of this research, I plan to transition into a system of providing individualized feedback on specific daily homework problems in an attempt to give students meaningful information based on current skill acquisition.