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Peggy Steinbronn

A Helpful Guide to Search Engines, Top Page - 3 views

www.monash.com/spidap.html

shared by Peggy Steinbronn on 03 Jul 12 - Cached
  • mike nehring on 20 Jul 12
     
    These search engines can be touchy little guys, can't they. I knew Google was big, but didn't know Yahoo was a close second. Depending on one's academic interests it sounds like there may be an engine out there that could speed up your endeavors by refining your search to relevant topics. Further exploration is in order.
Perry Bekkerus

Musipedia: Musipedia Melody Search Engine - 0 views

www.musipedia.org

javascript:diigolet.DlgBookmark.toggleTag('moodle_iowa' %200);

shared by Perry Bekkerus on 22 Nov 11 - Cached
  • Perry Bekkerus on 22 Nov 11
     
    A wonderful way to search for melodic shape
lisa rasmussen

ollie4: Building a Better Mousetrap - 1 views

moodle.aeapdonline.org/...view.php

shared by lisa rasmussen on 03 Oct 11 - No Cached
  • the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      "Jargon in student language." Must be tied to instruction!!
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Sometimes as educators we don't even realize we are using jargon and that students may not comprehend our meaning.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I think every profession has their unique jargon. It is important to use write our rubrics in "student language."
    • Jessica White
      Jessica White on 09 Oct 11
       
      Student friendly language is so important!
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree. Kids must understand the language used or the rubric is a useless tool to them.
  • student-generated rubrics, they tend to “think more deeply about their learning.”
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      Great idea! Thinking would for sure be at a deeper level. Time consuming!
    • Maryann Angeroth
      Maryann Angeroth on 03 Oct 11
       
      Students would need to struggle with the content and what a quality product would look like in order to build a rubric that does guide the work. They will need to put a lot of thought into answering the question: "What are the components of a high quality 'product'? Once a student can identify this for themselves they will go ahead and develop a quality product.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I've done this in a very limited way with students designing rubrics for awarding mini-grants for projects. Almost every time I've done it, the student developed rubrics are much tougher than the adult developed ones!
    • David Olson
      David Olson on 09 Oct 11
       
      The rubrics shouldn't be tough. They should accurately reflect the desired learning.
    • Jessica White
      Jessica White on 09 Oct 11
       
      What a great idea! I have not had students create rubrics before.
    • kangas
      kangas on 25 Jun 12
       
      I frequently have students create rubrics for projects to demonstrate their knowledge/mastery of a topic. They are usually harder on themselves when setting the standards for scoring. We use a meets expectations/does not meet expectations/not included system and occasionally add a "exceeds" category. I find that they try harder when they have created it or have options for how to demonstrate it. I may have multiple rubrics for a project based on options available to demonstrate knowledge.
  • explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • Becky Hinze
      Becky Hinze on 03 Oct 11
       
      Monitor their own learning.....leads to "self-directed learners"....our ultimate goal.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      I agree; we need to work toward this goal!
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Seems to me this is even more important in an online class where you can't read the instructor's body language, gestures, etc. Nor can the instructor see the totally lost or quizzical look on the students' faces.
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Many educators who are proficient at creating rubrics fall short when it comes to including model products to illustrate various levels on the rubric. Time and resources are certainly factors.
    • David Olson
      David Olson on 09 Oct 11
       
      Let's balance showing students exactly what they need to do and the idea of creativity/ innovation
  • ...74 more annotations...
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
  • Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Could also be a way to differentiate among students with different learning styles/needs. Never thought of it that way before. What do others think?
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      Weighting....the bane of my existence as the person who provides oversight to the SIS! I acknowledge the advantages of using weighting to differentiate for students or to establish prioities of power standards...so for that reason, every effort to keep at educating people on how weighting can play into assessment but the ability for ALL to understand the mathematical implications and cause/effect on grading systems drives me nuts!
  • Steps in developing a scoring rubric
  • Each score category should be defined using description of the work rather than judgments about the work.
  • “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      Becoming independent citizens and learners is the goal all teachers should have for their students. If teachers find that the assessment process or rubric isn't helping that child to be independent then it is useless.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Students becoming involved citizen should be the goal.
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      I could see how this could easily happen. As a student I think I would of focused more on getting the A then the content of my paper. It can be difficult to write a rubric that lists all the criteria, yet doesn't stifle creativity.
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I agree--I would have focused on the "A", too. I always knew the descriptors of the criteria were important, but I am beginning to see just how important they really are. I know that I have tweaked my rubrics every semester, because a student completes an assignment differently. I go back and reread the rubric, and I have to give him/her credit, because my descriptors were not clear enough.
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I've started to see this a little at the high school level in the arts. Telling the kids verbatem what you need to do to get an A or a B sometimes could cut down on 'real' creative ideas and make kids filter what they think about making for their projects.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      This rubric sounds much more like a checklist and provides nothing to describe what a quality essay entails.
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      In my experience, most students want to know the minimal about of work it will take to receive the grade that they want.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Finding the line between exploration and doing the minimum is always a struggle.  Formative assessment may help this process. 
  • And, rubrics cannot be the sole response to a student’s paper;
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      This is important, should help keep students work from becoming to "thoughless". So would you use a rubric to make sure you meet specific criteria, then use another for of assessment to grade creativity?
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I think I would include the "creativity" within the rubric if that were part of the grade. I'm thinking that aside from the rubric, students could discuss their papers with a peer and they could also have a conference with the teacher. The verbal assessment would provide the student an opportunity to clarify information and even advocate for specific ideas within the paper.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      I've never understood how to "grade creativity." What does that mean?!
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I can see how rubrics can help in the writing process, but how can they work in a math class?
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      Not just an assessment tool but also a motivational tool.  It is as useful to teachers as it is to students.  More or less a way for the teacher to communicate to the students what they need to improve on.
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      ICAM also depends on rubrics to score the written responses for both math and reading.
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I too agree. Teaching K-5 Art classes many students love having access to this 'motivational' tool. For many it keeps them focused and on task, while still having the freedom to be creative!
  • self-assessment
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      This is what we want as educators, to develop reflective students who can evaluate themselves and decide what actions they need to take to be a better professional.
    • David Olson
      David Olson on 09 Oct 11
       
      Back to Stiggins, it is all about formative vs. summative and Key To Balanced Assessment #5 Student Involvement
    • Jessica White
      Jessica White on 09 Oct 11
       
      Yes, this is always my goal. I always have student use the rubric to self-assess before they turn in the final product.
  • , these critics of rubrics, while their critiques should be considered, mistake the design of specific rubrics with the concept of rubrics in general. Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essa
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essa
    • Mark McGaffin
      Mark McGaffin on 04 Oct 11
       
      As teachers we need to be careful and develop rubrics that include AND go beyond the basics of writing.  What do we truly want them to show us.
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      It is about the quality of rubric used!
  • insists that rubrics should be non-judgmental:
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I think that non-judgmental descriptors are important because they are apt to be more measureable. What is "good" in regards to sentence structure--or anything else? This also implies that we, as teachers, have taught our students much more explicitly. I have modeled current conventions, and scaffolded my students' learning about current conventions. Then the descriptors in the rubric should make perfect sense to my students, and should be attainable for them.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I realize more and more how important the descriptors are in a rubric. What exactly are we looking for? Words like good, strong, more, most really don't tell the student much and really make it difficult for different evaluators to be consistent in their assessment.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree.
  • constructivist approach to teaching
    • Judy Sweetman
      Judy Sweetman on 04 Oct 11
       
      I have long been an advocate of the constructivist philosophy of education, and have also been a proponent of rubrics. I guess I just never thought about how closely constructivism and the use of rubrics were related.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Oh yes, I have also been a long time advocate of constructivism. Sometimes though K-12 teachers are nervous about this philosophy and do not feel comfortable constructing rubrics for classroom use.
  • well-designed rubrics help instructors
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Ahhhh, here is the rub; well designed. We know that sometimes in the regular classroom teachers do not have the luxury of time to create rubrics that are well designed.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Yes, that is true. Much easier to make a test with T/F and multiple choice - and easier to grade too!
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I agree with both of you. Rubrics need to be well designed if we hope to assess students with any fidelity, but it isn't easy to do that. It takes time as well as patience.
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      One aspect of "well designed" is time. For me, time is one component of what I see as my "capacity' issue. Do I also have or lack the background knowledge to design the rubric? Am I sure I know the key dimensions/traits to such a degree that I can measure them with validity.
    • kangas
      kangas on 25 Jun 12
       
      Is it possible to create a basic rubric for writing assignments and edit/adapt to specific topic/assignment? I know I spend hours working on rubrics and then seem to find a paper/project that doesn't fit the rubric quite perfectly. How do you account for work ethic/employability skills (proofreading/grammar) in a rubric?
  • habits of mind practiced in the act of self-assessment.
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Yes, this hits the nail on the head; we need students to progress in their thinking and self assessment of progress.
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      The challenge in this is getting to know the things they will be using to conduct their self assessments.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I think that's exactly why a rubric used this way is so helpful - the students don't have to make up their own self-assessment, but can take their cues from what the instructor says is important.
    • linda vann
      linda vann on 12 Oct 11
       
      Amen to all these comments!
  • implied expectations of a college instructor
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Who among us has not experienced this example?
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Agree... we always try to guess what the instructor wants, and by the end of the semester, some of us have it figured out, other students never do!
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      This reminds me of an expectations for a college paper: Answer the prompt as completely and thoroughly as possible. Imagine why he got responses ranging from 1 paragraph to 10 pages single spaced.
  • produced less interesting essays when they followed the rules [as outlined in a rubric]”
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      I can easily see how this would happen with young people who want to please the teacher by "following the rules." A loss of creative writing!
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I can relate to this. When I had to take the PPST in college, I did not due well on the essay writing portion, so it was recommended that I get writing help. When I took a remedial writing class the instructor said there was nothing wrong with my writing. The difference was that I could write and get feedback for the class and on the test they wanted a specific topic but did not give much information on what guidelines they wanted.
  • developing statistical thinkers
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Wow, wouldn't this be lovely; producing students who thought statistically! A world I dream of....
  • are not helpful to the students struggling to write the paper
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      Like the student who gets a B on a paper with no comments, no red marks, nothing but the B. What can they learn from that??
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      Amen sister! It's tough when you have 600 students, but every comment gets them jacked to do better. :)
  • meta-rubric
  • a meta-rubric to assess our rubric.
    • Judy Griffin
      Judy Griffin on 05 Oct 11
       
      A rubric to assess my rubric?! wow! Who wouldv'e thought?!
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      The beauty of redundancies.
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      My first thought was.....designing a rubric IS rocket science!!! This could be a tad much for the average teacher and their work load?
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Seems like a checklist might be just as useful and a lot less confusing. I'm imagining the conversation at a grade level meeting using the meta-rubric to analyze a grading rubric and it's sounding like a Monty Python skit in my head!
  • 1. You may give a dimension more weight by multiplying the point by a number greater than one
  • directions for conducting religious services were also printed in red, “rubric,” which comes from the Latin for “red” or “reddish,” has evolved to mean “an established custom or rule of procedure.” (Online dictionary) The term was adopted by educators in the 1980s to refer to a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Kevin McColley
      Kevin McColley on 05 Oct 11
       
      I find this a little humerous that the word rubric spawned from directions used in religious services - correlating the seperation between church and state. A little funny I think.
  • measure the key qualities (also referred to as “traits” or “dimensions”)
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      I like the idea of measuring the key qualities, those skills that we determine are essential for students to learn. This is where instruction needs to begin.
  • solving real problems
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      Solving real problems equates to having a relevant curriculum. I believe this is one of the essential teaching standards in the Iowa Core.
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      I believe this is one reason we see such student apathy. Today's students, more than ever before, seem to crave what's real- look at what they gravitate to for entertainment and interaction! In their inner core they know often in education what they're asked to do is jump through hoops or do exercises.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree, Joletta. Students quickly realize when a task isn't relevant to them, and enthusiasm drops off.
  • there has been “notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, […] writing assignments, and inquiry/investigation.”
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      Of course, what scares overwhelmed teachers like myself who are teaching more students and more subjects than ever before with more high-stakes consequences, all while trying to be a wife and mother, daughter and friend, is the perceive time-consuming element of assessing such things!
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      I have to wonder if our focus on high-stakes test results isn't stiffleing teacher and student creativity? to the point that we only teach what is on the test--and is that all that matters?
    • Nathan Fredericks
      Nathan Fredericks on 05 Oct 11
       
      Don't tell me this is an argment for high stakes tests good. These tests lead to more creative, authentic instructional methods? Kind of interesting.
    • Pam Buysman
      Pam Buysman on 05 Oct 11
       
      Consistenly student after student....again part of creating a well designed rubric. It shouldn't matter who does the assessing if the rubric makes the criteria clear.
    • linda vann
      linda vann on 12 Oct 11
       
      I thoroughly agree! When we evaluate documentation for special education eligibility, we apply a rubric. This rubric is used by at least 12 people and we had to establish inter-rater reliability in order to begin the use of the rubric. And we reached .9 reliability!
  • wooden when writing under the influence of a rubric
    • Becky Hinze
      Becky Hinze on 05 Oct 11
       
      I never thought about this. I'm sure this would cause more difficulty for the gifted writer.
    • David Olson
      David Olson on 09 Oct 11
       
      I see it even more a problem for the struggling writer.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      Gracious, learning is a formula for all children. Teachers are guiding them through a process of aquiring skills and information that people who have lived before think is valuable. I think exploring with blending chalks or oil pastels is a skill my students should have. I show them the ways the chalks can be used. They explore. We do an assignment or two with a rubric. They develop confidence with the chalks, and become independent artists. I think the same is true with writing. Use the rubric as a tool to help the student create a persuasive essay. That essay is not the work of an accomplished author, it is a confidence building experience for the child, a learning step. Wow, look what I just did! A student with an interest or gift in writing will never be stifled by this process unless a poor rubric is used. They will learn what that teacher found to be important and will build their own beliefs on what they learned.
  • It’s the design
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      As with any tool or technology, it can be used in positive, helpful ways or destructive ways. The tool, in and of itself, isn't amazing or horrible. It depends on how it is used.
    • David Olson
      David Olson on 09 Oct 11
       
      And again...the design should include time spent to involve students in the process
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      My "capacity" involves both time and content expertise. Am I sure there are not any "don't know what I don't know" issues. Maybe utilizing the community of colleagues as a filter to check the rubric would help me.
  • freshman composition course
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I think rubrics are particularly helpful in establishing consistency of assessment when there are a number of instructors trying to grade across multiple sections.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I agree.
  • Meaningfully” here means both consistently and accurately
    • Pam Buysman
      Pam Buysman on 06 Oct 11
       
      Consistently....if we do a good job of describing our criteria for evaluation it shouldn't matter who evaluates the student's work. Results should be similar. I guess we'll find out in our group work if this is indeed the case.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Consistently is sometimes the hardest part of grading.  You really have to separate your thoughts on the student and how you feel as you grade.
  • aligned more closely to real-life learning situation s
    • Joletta Yoder
      Joletta Yoder on 07 Oct 11
       
      Again, I think we know we're right on when it comes to assessment tasks which provide these real-life learning situations. We're to prepare kids for the real world and students crave realness yet it seems to be challenging for us to do in education consistently.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Two challenges I have with real world assignments.  When making something for real the product the students make and the product the client wants/expects don't always agree.  Using a rubric can help but getting true buy in from the students isn't always easy.
  • assess outcomes in learning situations that require critical thinking and are multidimensional
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      Activities that stretch student learning into the higher order thinking and measure more than their ability to recite facts and dates.
  • they should articulate the vital features that they are looking for and make these features known to the student
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      By being specific on the expectations of a project, students can take ownership, be creative, and produce quality items. This provides a "pro" because the students are actively engaged.
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Students also take ownership and benefit from the critical thinking required to articulate the traits of a high quality product when they help develop the rubric.
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric.
    • Nancy Peterman
      Nancy Peterman on 07 Oct 11
       
      The important point is not the assessment tool itself, but that it is a "quality" tool used to measure multiple pieces.
  • when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      For educators, recognizing the appropriate instances in which a rubric will help students rise to higher levels of achievement and then creating a well-designed rubric are both critical. Let's use rubrics efficiently and appropriately!
  • rubrics that are outside of the students “zone of proximal development” are useless to the students
    • Kathy Hageman
      Kathy Hageman on 08 Oct 11
       
      Look at rubric descriptors with your students. Ask them to clarify their understanding: "How would you say that in 'eighth grade words'?"
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. This is also important when involving parents in the education process who are not in the classroom hearing the content or language used.
  • 1. the vital “traits,” key qualities, or “dimensions,” to be rated, and 2. the “rating scale.”
  • With your colleagues,
  • Share the rubric with your students
  • full partners”
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      what if they don't know what they don't know--I think examples are useful here...
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      I would think involvement would be to the extent that it enhances the clarity, understanding, and alignment to instruction. Even is the involvement doesn't enhance the rubric, it may help students "think more deeply about their learning."
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. Students should be involved, but guidance is essential.
  • increases the likelihood of a quality product.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      x
  • bring fairness into assessment on numerous levels:
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      I had never really thought of it from a fairness angle before.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      I think it is so important to include students, particularly at-risk students in the rubric writing process. So often, we bring our middle class (often white) assumptions to the assessment process and by including explicit expectations and collaboration with students we have a better chance of making sure we have common understandig between teacher and student.
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      Great thought on establishing a common understanding.  
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      In an unfair world we need to make learning something that is available to all children. Too many kids have parents who do not value learning. Those kids need a teacher early on who will level things up for them and give them a chance. Learning should be a fair opportunity for all.
  • But she did it without saying anything coherent.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      Sounds like a poorly crafted rubric that forgot content. Poor generalization, I think,
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I think I love the way this child thinks.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I love this type of student.
  • dehumanize the act of writing
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      Pretty strong language, but I think this is true in some circumstances.
  • rubric, as it takes apart or breaks up the rating system for each trait; a rubric that uses only a single scale is called a holistic rubric. A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      I think this is most interesting.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      yes.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      These terms are new to me as they are used to describe rubrics....analytical and holistic--looks like they both work in different ways.
  • Develop a continuum (scale) for describing the range of products/performances on each of the dimensions.
    • Barb Shutt
      Barb Shutt on 09 Oct 11
       
      This is learning progressions.
  • form a significant part of the undergraduate engineering curriculum
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Engineering is a field that is all about applying what is learned, from building roads to building bridges. I can see how rubrics can be used to score performance based projects.
  • problem-solving, inquiry-based, student-centered
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Everything that Iowa core is focusing on.
  • state mandated testing
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      I am not sure what state mandated test in Iowa uses a rubric. ITED does not use one to my knowledge.
  • A search on Google will list hundreds (of thousands) of sites
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      Sure there are thousands of sites, but are all of them "good". You still need to determine if it is a quality product.
  • Or you can build your own rubric from scratch
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 09 Oct 11
       
      This is something that I am not comfortable at all with. I took one class in college that required one rubric for a project and that was the last I even heard of the term rubric for 1o years. My math classes did not use rubrics to assess so this is new territory for me.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      I find that "grading" 600 student's work is just too overwhelming to use a nely srafted rubric for each assignment. In an art room i need to be very flexible with assignments. I may have a paint assignment planned but building activities like an assembly or class picture day may mean that I can't get out the paint that day. The rubric must be easily switched up for lesson changes.
    • lisa rasmussen
      lisa rasmussen on 19 Oct 11
       
      *newly crafted rubric. sorry
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Our new art curriculum incluses a rubric for the final assignment in each unit. Of course all art rooms are equiped with different tools and supplies. The rubric requires tweaking to meet the specific assignment I am presenting. The overall goals remain as intended, perhaps centering on portraiture for example, while detail change as to the manner in which we completed the assignment.
  • 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.”
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      Isn't it all about the combination of a well-written rubric and the onging conversations between the teacher and student as they work along on the journey? If the only conversation is the rubric....you get what you get. If the teacher is working with a student as they progress along the continuum of the rubric, it seems like the chances of deep learning is possible.
  • The second step is deciding who your audience is going to be.
  • “Is the assessment responsive to what we know about how [students] learn?” and
    • Lynne Devaney
      Lynne Devaney on 10 Oct 11
       
      Do we ( as a team or school has a model been agreed upon?) clearly know the students in our classrooms learn? Have we identified the criteria about the kinds of citizens we want?
    • Tim Brickley
      Tim Brickley on 10 Oct 11
       
      This is a major push in our district.  
  • a system which some educators see as stultifying and others see as empowering
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      We've been seeing this demonstrated through some of our PD at our school.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      This was the focus of our PD just this last week.
  • system
    • linda vann
      linda vann on 12 Oct 11
       
      The notion of a SYSTEM of assessment is important to me - not just the use of one tool, but rather a wholistic approach for the need for varying types of assessment.
    • Nathan Fredericks
      Nathan Fredericks on 10 Oct 11
       
      I find this kind of problematic to believe. Sometimes what current conventions describe can provide implicit judgements as well.
  • because their methods do not reveal the current goals of solving real problems and using statistical reasoning.
  • after
  • dangers of those that are poorly designed
  • dangers of those that are poorly designed
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      Again, poorly designed are the key words. Rubrics can be dangerous.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process
  • they reduce learning to a hit or miss endeavor
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      Given the assessments I have been given during my high school and college expereince (quite some time ago), I thank God I had the ability to land on the "hit" side more often than the "miss" side. Not every learner was so lucky.
  • had been more expressive in previous writing assignments
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      ...use of multiple assessments would be warranted.
  • Adopt a rubric
    • Gary Petersen
      Gary Petersen on 15 Oct 11
       
      I've always liked the "adopt, adapt, and apply" principle.
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree completely. Knowledge shared is powerful. there is no reason the teacher should not model sharing. That shouldn't be threatening to the fully prepared teacher.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree coimpletely. Knowledge shared is powerful. There is no reason the teacher should not model sharing. That shouldn't be threatening to the fully prepared teacher.
  • reflect the critical vocabulary that you use in your classroom.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      This should be a tool that each child associates with the teacher using it band the content of the class. Yes, it should sound more like the daily classroom language used.
  • Maryann Angeroth on 03 Oct 11
     
    Why can't the rubric address both the mechanics of a well written piece and the creative process? What would be wrong with adding the free writing activity which leads to the creative, coherent and well written piece?
  • ...3 more comments...
  • Maryann Angeroth on 03 Oct 11
     
    Here is a link to a journal article by Kenneth Volger that discusses the study. http://www.questia.com/googleScholar.qst?docId=5000653057
  • Maryann Angeroth on 03 Oct 11
     
    In addition to having the student weight the aspect she values the most, how about having her choose the aspect of writing that she is struggling with the most and self assess that piece?
  • Maryann Angeroth on 03 Oct 11
     
    If we adopt student developed rubrics are these the steps they would go through too? If so this is a higher order thinking activity about the subject.
  • Maryann Angeroth on 03 Oct 11
     
    This reminds me of last Monday when we were kicking off new AIW (Authentic Intellectual Work) teams. We went through an exercise to determine the difference between evaluative and descriptive. It isn't easy to stay in the descriptive mode.
  • Maryann Angeroth on 03 Oct 11
     
    I LOVE this statement.
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