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

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

shared by Lisa Buss on 16 Jun 11 - No Cached

In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
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Building A Better Mousetrap: The Rubric Debate - 7 views

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

OLLIE

shared by Lisa Buss on 06 Jun 11 - No Cached

most important here is not the final product
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those students who had “stylistic voices full of humor and surprises, produced less interesting essays
- Lisa Buss on 19 Jun 11
  
  This same thing happened to me. A few years agoI started a commercial project for my Spanish 2 students. Over the years, my rubric has become more restrictive because of previous students' inapprpropriate content. What I have noticed is that the commercials aren't anywhere near as interesting and creative as they were when my rubric was less detailed.
  
  <div class="cArrow"> </div><div class="cContentInner">This same thing happened to me. A few years agoI started a commercial project for my Spanish 2 students. Over the years, my rubric has become more restrictive because of previous students' inapprpropriate content. What I have noticed is that the commercials aren't anywhere near as interesting and creative as they were when my rubric was less detailed.</div>
  
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Does the rubric relate to the outcome(s) being measured
- Lisa Buss on 20 Jun 11
  
  very important
  
  <div class="cArrow"> </div><div class="cContentInner">very important</div>
  
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...1 more annotation...
category should be defined using description of the work rather than judgments about the work
- Lisa Buss on 20 Jun 11
  
  good point!
  
  <div class="cArrow"> </div><div class="cContentInner">good point!</div>
  
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The Quest for Quality - Educational Leadership - 11 views

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

shared by Lisa Buss on 05 Jun 11 - Cached

For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum
- Lisa Buss on 08 Jun 11
  
  In other words, we must test over wht we've taught?
  
  <div class="cArrow"> </div><div class="cContentInner">In other words, we must test over wht we've taught?</div>
  
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Teachers should design the assessment so students can use the results to self-assess and set goals.
- Lisa Buss on 08 Jun 11
  
  I need to do a better job of this!
  
  <div class="cArrow"> </div><div class="cContentInner">I need to do a better job of this!</div>
  
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Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.
- Lisa Buss on 08 Jun 11
  
  But, in my opinion, what's being taught isn't necessarily what's being evaluated.
  
  <div class="cArrow"> </div><div class="cContentInner">But, in my opinion, what's being taught isn't necessarily what's being evaluated.</div>
  
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...2 more annotations...
As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1
- Lisa Buss on 08 Jun 11
  
  This is brand new to me!
  
  <div class="cArrow"> </div><div class="cContentInner">This is brand new to me!</div>
  
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Summative applications refer to grades students receive (classroom level)
- Lisa Buss on 08 Jun 11
  
  I wish we could get away from grades and move to a benchmark checklist. When the student is proficient in one skill or concept they can move on to the next.
  
  <div class="cArrow"> </div><div class="cContentInner">I wish we could get away from grades and move to a benchmark checklist. When the student is proficient in one skill or concept they can move on to the next.</div>
  
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