Module 4:
Outcome #5
Students will construct all types of valid and reliable assessments and evaluate the results, checking for alignment and bias.
Outcome#6
Students will construct and evaluate rubrics for assessments used in courses they teach.
Outcome #5
Students will construct all types of valid and reliable assessments and evaluate the results, checking for alignment and bias.
Outcome#6
Students will construct and evaluate rubrics for assessments used in courses they teach.
The video of the classroom setting was amazing. Although they were younger students, they clearly knew the intentions that they were learning. The teacher has practiced this skill with them over and over. They were aware of what the goal was and knew how to get there. She started the lesson with what the skill was and what the project was. The students recited back to her what their learning intentions were before they worked. Amazing for young students to understand that concept and the importance of repeating it back. I loved the exit ticket was simple and exactly what the learning intentions were. I want to be more intentional with my students like this teacher was.
The video for creating rubrics for assessments was also fabulous. I use mostly analytical rubrics. I prefer the requirements to be listed and each one scaled from the best to the worst with dropping a requirement each time. I use a 6 trait writing rubric each time I score a writing assignment with my students. When I don't use the rubric, I find myself saying "for this kid, its pretty good, they deserve this ?? score". I found myself making exceptions for so many students that they were scoring really high, when in actuality, they were not. I have attached the rubric I use for my writing assignments.
I have encouraged the new science teacher to create rubrics for CER activities so she can measure the understanding. She shares the rubrics with students as they are learning the new concepts. Then uses it when assessing so they are aware of the requirements from the beginning.
The video for creating rubrics for assessments was also fabulous. I use mostly analytical rubrics. I prefer the requirements to be listed and each one scaled from the best to the worst with dropping a requirement each time. I use a 6 trait writing rubric each time I score a writing assignment with my students. When I don't use the rubric, I find myself saying "for this kid, its pretty good, they deserve this ?? score". I found myself making exceptions for so many students that they were scoring really high, when in actuality, they were not. I have attached the rubric I use for my writing assignments.
I have encouraged the new science teacher to create rubrics for CER activities so she can measure the understanding. She shares the rubrics with students as they are learning the new concepts. Then uses it when assessing so they are aware of the requirements from the beginning.
The performance assessment was by far the hardest assessment for as I created it. I knew all along what activity I wanted the students to complete, but I had not thought of all that went into it. I had not thought of all the details of what students had to do in order to show mastery of the skill. The first rubric I created had several items that did not deal with the math skills at all. I was so shocked when I got the grade and feedback. I had not thought of that and what's worse is I have done that for many years with rubrics. I feel so bad now, but I am so glad I know better so I can do better. I really learned so much from this module with the importance of rubrics and their uses for the classrooms.