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ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views

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

shared by Cheryl Merical on 16 Jun 11 - No Cached

- Cheryl Merical on 16 Jun 11
  
  The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students.
  
  <div class="cArrow"> </div><div class="cContentInner">The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students.</div>
  
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used by teachers and students to inform instruction and learning during the teaching/learning process.
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The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
- Cheryl Merical on 17 Jun 11
  
  Again, so important to include the student in the process, which is something that is often overlooked.
  
  <div class="cArrow"> </div><div class="cContentInner">Again, so important to include the student in the process, which is something that is often overlooked.</div>
  
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...1 more annotation...
by realistic examples of those that meet and do not meet the criteria.
- Cheryl Merical on 27 Jun 11
  
  Like the emphasis on not only examples, but also non-examples. So important when teaching moving away from concrete to more abstract concepts (e.g., strengths and weaknesses of arguments). Along with discussion of the "whys" and "why nots".
  
  <div class="cArrow"> </div><div class="cContentInner">Like the emphasis on not only examples, but also non-examples. So important when teaching moving away from concrete to more abstract concepts (e.g., strengths and weaknesses of arguments). Along with discussion of the "whys" and "why nots".</div>
  
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Building A Better Mousetrap: The Rubric Debate - 7 views

faculty.ccp.edu/...rubrics1.htm

OLLIE

shared by Cheryl Merical on 06 Jun 11 - No Cached

they should articulate the vital features that they are looking for and make these features known to the student
- Cheryl Merical on 08 Jun 11
  
  Leaves out the "guesswork" for a student in trying to figure out teacher/professor expectations.
  
  <div class="cArrow"> </div><div class="cContentInner">Leaves out the "guesswork" for a student in trying to figure out teacher/professor expectations.</div>
  
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the criteria must be made clear to them
- Cheryl Merical on 08 Jun 11
  
  Thus, the importance of well written rubrics with clear criteria. The terms, a few, some, well-thought out, critical, etc., mean different things to different people. Discussing, explaining and providing examples are crucial if such terms are to be used in a rubric.
  
  <div class="cArrow"> </div><div class="cContentInner">Thus, the importance of well written rubrics with clear criteria. The terms, a few, some, well-thought out, critical, etc., mean different things to different people. Discussing, explaining and providing examples are crucial if such terms are to be used in a rubric.</div>
  
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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).
- Cheryl Merical on 08 Jun 11
  
  This is a good point. . .and one that I struggle with in writing rubrics. In efforts of not being too subjective and/or vague, it is easy to become very prescriptive and create "formulas".
  
  <div class="cArrow"> </div><div class="cContentInner">This is a good point. . .and one that I struggle with in writing rubrics. In efforts of not being too subjective and/or vague, it is easy to become very prescriptive and create "formulas".</div>
  
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...1 more annotation...
. Rubrics can be designed to measure either product or process or
- Cheryl Merical on 13 Jun 11
  
  This is key and perhaps why there is so much debate about rubrics. They are often developed to assess the final product and the process piece is often forgotten. If, especially in the case of writing, process is important, then criteria for assessing needs to be included in the rubric. . .or a separate rubric developed just for "process".
  
  <div class="cArrow"> </div><div class="cContentInner">This is key and perhaps why there is so much debate about rubrics. They are often developed to assess the final product and the process piece is often forgotten. If, especially in the case of writing, process is important, then criteria for assessing needs to be included in the rubric. . .or a separate rubric developed just for "process".</div>
  
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The Quest for Quality - Educational Leadership - 11 views

www.ascd.org/...The-Quest-for-Quality.aspx

shared by Cheryl Merical on 05 Jun 11 - Cached

Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
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build balanced systems, with assessment-literate users
- Cheryl Merical on 07 Jun 11
  
  Wouldn't an RTI model with all its components (e.g., universal screening, progress monitoring, etc.) implemented with fidelity, meet this criteria??
  
  <div class="cArrow"> </div><div class="cContentInner">Wouldn't an RTI model with all its components (e.g., universal screening, progress monitoring, etc.) implemented with fidelity, meet this criteria??</div>
  
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Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
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...1 more annotation...
inform instructional improvement and identify struggling students and the areas in which they struggle
- Cheryl Merical on 08 Jun 11
  
  If we can identify students at-risk earlier through regular progress monitoring, we can move away from the "waiting to fail" model.
  
  <div class="cArrow"> </div><div class="cContentInner">If we can identify students at-risk earlier through regular progress monitoring, we can move away from the "waiting to fail" model. </div>
  
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