Group items tagged

they can provide information about student progress not typically available from student information systems or standardized test results. The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.

demonstrate

Sound Assessment Design

Assess learning targets requiring the "doing" of science with a multiple-choice test.

Figure 1 shows a 3rd grade math test plan

Effective Communication of Results

results communicated in tim

Will the users of the results understand them and see the connection to learning

results provide clear direction for what to do next?

Students learn best when they monitor

Ongoing classroom assessments

Periodic interim/benchmark assessments

Annual state and local district standardized tests

betting

summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.

Teachers should design the assessment so students can use the results to self-assess and set goals.

Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.

annual accountability purposes

sacrificed to testing

students

selected-response formats

etter instructional decision

it is not capable of informing the student about the next steps in learning.

You can improve it by explaining why you think that will happen

effective feedback

the assessor should organize the learning targets represented in the assessment into a written test plan

Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures

Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and students

Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.” For example, “sentence structure follows current conventions” would be better than “sentence structure is good.”

Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”

Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”

Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests. Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices,” analyzes the survey responses of 257 10th grade English, math, and science teachers and concludes that, since the implementation of such tests in public schools, there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”

The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all

Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (qtd. in Skillings and Ferrell).

I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.

Look at some actual examples of student work to see if you have omitted any important dimensions.

we need a meta-rubric to assess our rubric

Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.

he criteria must be made clear to them

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

“think more deeply about their learning.”

from students is not only unfair and makes self-assessment more difficult,

Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.

“Meaningfully” here means both consistently and accurately

if they are shared with students prior to the completion of any given assignment.

others worry that doing so will encourage formulaic writing

Feedback

rubrics can be either “general” or “specific

Pilot test your rubric or checklist on actual samples of student work

First, you must decide whether you need a rubric. Consider what the purpose of assessment is.

The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.

Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment. Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.

assess outcomes in learning situations that require critical thinking and are multidimensional.

“on what students have actually learned rather than what they have been taught,”

contends that we ought to illicit student input when constructing rubrics:

According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”

According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”

According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews). This overly scientific view of writing, Newkirk and others argue, stunts the learning process. Moreover, Judith Halden-Sullivan sees a disconnect between the learning goals of Writing Across the Curriculum programs and the rubrics often designed to assess that learning. Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it. Rubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”

, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’”

Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?

Assists students with technology used in the course (Varvel III.C)

Assists students with technology used in the course (Varvel III.C)

Communicates with students effectively and consistently

Identifies and communicates learning outcomes and expectations through a course overview/orientation

Understands the differences between teaching online and teaching face-to-face

Utilizes a course evaluation and student feedback data to improve the courseþff

• Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)

Utilizes a course evaluation and student feedback data to improve the course

Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching

Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques

• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)

Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)

Assists students with technology used in the course

Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners

• Maintains an online social presence that is available, approachable, positive, interactive, and sincere

• Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)