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.
Contents contributed and discussions participated by Maryann Angeroth
ollie4: Building a Better Mousetrap - 1 views
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Kenneth Volger, in his study, “The Impact of High-Stakes, State-Mandated Student Performance Assessment on Teacher’s Instructional Practices
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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.
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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?
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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.
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I LOVE this statement.
ollie4: Educational Leadership: The Quest for Quality - 5 views
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Five keys to assessment quality provide the larger picture
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Five keys to assessment quality provide the larger picture into which our multiple measures must fit
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Are results communicated in time to inform the intended decisions
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One of the "What Works in the Classroom" strategies from Marzano is: Setting objectives and providing feedback. Research shows that giving feedback improves student achievement. This statement about results being communicated in time to inform the intended decisions reminds me of the Marzano work.
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Did you read Evan's blog about gaming? I was interested in his perspective to making it synonomus with using literature to teach content.
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