Rubrics can be more effective when used as a guide for students to achieve the standards in their own way. In the Zawlocki article, she talks about how extremely detailed and complex rubrics do not help students meet the teacher’s expectations. These rubrics also remove any opportunity for students to be creative, as they must adhere to a predetermined process and outcome. Standards-based rubrics are marked as the solution to this, with an emphasis on the standard objectives students must meet to guide their learning process. Teachers using this type of rubric would need to provide consistent feedback and check in with their students to ensure that these standards are being met. This approach would be incredibly useful in classrooms that fit outside of the traditional lecture and assessment format. Students could achieve the standards by creating a unique product of their understanding

Zawlocki’s three levels, “Got it! Almost! and Not Yet!”, are growth-oriented and can help students achieve the standard learning objectives. This approach provides instructions for improvement in an open-ended way so that student creativity is not inhibited. This approach can be used outside of the standard school classroom as well, as Zawlocki notes it is effective in establishing key life skills in her students. I think that this type of monitoring and feedback would be a great way to implement a more student-oriented classroom. These levels and the standard-based rubric seem to be the best way to gain progress in a stagnant classroom. Although I do think that this approach would take much more time and effort in the planning process, I believe it would be an indispensable tool in a classroom of unenthusiastic learners.