Friday April 3, 1998
Teachers.Net Focus Session
Rubrics: Form and Function
with
Linda J. Wilson Ph.D.
Valerie S/oh - Welcome to our live session
on Rubrics: Form and Function.
Our guest this evening is Linda J. Wilson Ph.D.
of Journeys: Educational Consulting Services. Participants will explore
rubrics: What they are, how to build them and how to use them effectively.
Cindi - Hi Valerie! I just did a project
and made a rubric to assess it. I've never had the need to use one before,
so I am very interested in this session. I had to re-do the rubric several
times before I was comfortable with it. By the way, did you have a nice
birthday?
Valerie S/oh - Cindi lives in the New
Philly area!
Linda - Hi Cindi
Valerie S/oh - Yes, Cindi...Got a question
on rubrics?
Cindi - OK, here goes. I developed a parent
involvement activity to be used with my first graders. They had to find
a total of 100 words from newspaper headlines or magazine article titles...
I made up the booklet and sent it home. I posted the "rules" on the front
page. Ten words per page. Ten pages. Words they know on sight... For the
rubric I assessed them on those things. In other words, did they follow
the directions or not. Each item was given a value of 1-4. Then the total
points determined the grade. Am I on the right track Linda? I wanted to
make sure that even if they did a lousy job they were awarded at least
1 point for putting forth the effort.
Linda - the rubric helps the teacher turn
the subjective evaluation objective
JulieC/8/IL - I need to design a rubric
for evaluation of my 8th graders toothpick bridges! Are you going to go
through anything specific or do we just "jump" in with questions??
Valerie S/oh
- Julie...I'm going to try to let Linda answer one question at a time and
do some
explaining along the way.
Linda - I am going to try to answer questions
and also give help in developing rubrics
Linda - I gave all of you somewhat of
a definition--to continue I will also add that to use a rubric you need
to step back and decide what concepts you want the students to know when
they walk out of the classroom
Valerie S/oh - Hi Kathy...Cindi was asking
about a rubric for a project her first graders are doing and Julie is going
to ask about a rubric for toothpick bridges.
Cindi - This is turning out to be a pretty
popular place tonight.
Valerie S/oh - Go ahead Julie...
Nancy - Do you have a book of sample rubrics
we could buy?
JulieC/8/IL - Okay....the object of the
toothpick bridge project is to make a scale blueprint on graph paper; then
build the bridge...I have a set of guidelines/parameters that they have
to meet...i.e. span, materials list, etc. I have never used a rubric in
math before and don't really know the 1st thing about designing one!
Valerie S/oh - Mom...can you recommend
any books?
Linda - There are books on the market--you have to be careful
about the quality
Cindi - Linda, which book would you suggest?
Linda - Julie--decide what the best work would look like and
what the least quality of work you will accept
Valerie S/oh - Should Julie have samples
to show?
Linda - Those two become your outside parameters then you work
the middle
JulieC/8/IL - What would you suggest as
to the grading......a 1 through 6;
1 through 5, etc.?
Linda - s, Julie needs to show the examples of the different
levels of quality
Kathy/5/IA - I'm working on designing
a rubric that I could use to evaluate the "jobs" my students do in their
Literature Circles, but would also fit other essay type writing.
JulieC/8/IL - I do have samples to show....
Cindi - Is it ever alright to use 0 as
your low number?
Linda - invite the students into the process of developing criteria
Nancy - I always have problems with grading
if I limit the choices from 1-6; I have better success if I make my choices
1-10. Am I just relying on the old % scale too much?
Linda - make the rubric public--give it to the kids so they
know what to strive for
JulieC/8/IL - Thanks for asking about
"0" Cindi....I like to give at least a minimum number of points, but what
do you think, Linda?
Linda - Limit your numbers 1-4 or use a likert scale
Kathy/5/IA - What is a likert scale?
Valerie S/oh - Mom...Kathy is asking about
rubrics for literature circles and essay writing.
Linda - I always give the students at least one point for trying
Cindi - What's a likert scale? I've never
heard of that before.
Linda - a likert scale is a sliding scale 1--3--5
Nancy - I too would like information on
rubrics for writing and literature circles.
jean - Linda, can you give a working definiton
of a rubric?
SuzyQ/OK/3 - So you are saying 1-4.....worst,
best, acceptable?
Linda - I did earlier and will give a definition again it is
a scoring guide used to evaluate quality of work
Stingray - I have set up rubrics for grading
book reports, etc My teacher partner and I give the
students the criteria for what is expected then
set points for everything that is expected.
Linda - yes suzy
Valerie S/oh - Mom...you may need to give
that definition a few times to newcomers. I will try to help give it out
also.
Linda - there are many rubrics for writing and I will talk about
it
Linda - this format is a little too fast for really quality
answers
~SEA~ - does anyone give different rubrics
to kids with different abilities (gifted) etc.?
Linda - Stingray--yes that is what you should be doing
SuzyQ/OK/3 - Slow down.....We'll wait.
Linda - You do not have to give different rubrics for different
abilities
Stingray - Sea good question. Probably
a separate rubric is needed for gifted students.
Valerie S/oh - Mom...just give a really
basic rundown for writing if possible.
Linda - Students are graded according to the work they produce
for their ability level
Kathy/5/IA - I have designed a rubric
that I feel would work with several kinds of essay questions. I've put
in on a scale as 1=lowest, 6=best. If the assignment has 5 questions I
thought I could assess each question individually and then figure the "average".
I've use a scale like 6 = 100%, 5.8 = 98%, etc... am I on the right track???
Supernaut - This sounds realistic &
logical
Linda - for writing you would have some general categories;
i.e. spelling, sentence structure, grammar, etc. and then specilaized ones
for narrative, expository, persuasive, etc
Cindi - If I have a max of 4 points on
each of 4 different things, should I use my e-z-grader and do some conversions
to percentages to show what would be an A, B, C, D. Or do I just say 15-16
is an A, 13-14 is a B, etc.?
Linda - either type of grading will work, that is the beauty
Stingray - When we use our rubrics we
try to keep in mind the kid's abilities but haven't really set up separate
rubrics for gifted, included kids, etc. We just use our best judgement
which sort of defeats the purpose of using rubrics, I think.
~SEA~ - cindi, on our report cards we
no longer use A,B, C...we use a rubric of 1,2,3 o4!
JulieC/8/IL - How many areas is too many
to evaluate....should your rubric point total have a
maximum?
Kathleen - I think we have onlookers,
how about dealing with one question at a time..easier for Linda and for
readers..Val, what do you think?
~SEA~ - i know what you mean, sting
Cindi - That's really interesting Sea!
How do you like that? How do the kids and the parents like it?
Linda - Keep the number of areas small 3-5
Kathy/5/IA - With the scale I've use a
1 would equal 50% . Is that ok?
~SEA~ - i believe if you're rating a "product"
you gifted kids may have a different product , thus need a diff. rubric
~SEA~ - it was difficult at first, cindi
JulieC/8/IL - Should I stay away from
a category covering "neatness" per se? (I'm talking about how they apply
the glue to the toothpicks, etc.....overall "look" of the bridge. It sounds
a little too subjective to me, but I DO grade on that!
Kathleen - Linda, to preserve your sanity,
how about choosing one person to respond to, and use that person's name
at the beginning of every message until her/his question is answered..then
move on to another question
Linda - no the gifted kids don't need anything different
~SEA~ - how do you guys like being called
"YOU GIFTED"? opps!
~SEA~ - ok, linda!
Linda - the quality of the work they are expected to produce
covers the differences
Stingray - Sea I agree with that. I tend
to hold the gifted students to a higherstandard. Definitely should just
write a separate rubrics for them.
Linda - Julie--is neatness a quality that you want to rate?
If so, then assign it points
Supernaut - Kathleen: Good idea! One thing
at a time Val.
~SEA~ - i'm comfortable with a writing
rubric for narratives in primary grades...we rate 1 to 4 but can also do
increments like "2.5"
~SEA~ - we've integrated spelling into
the descriptions but not "neatness"
Valerie S/oh - Mom...what else can you
say about building rubrics...how do you recommend
involving the students?
Linda - again,, going back to what I originally said--rubrics
are to look closely at the individual student and the quality of work expected.
I used the same rubric for all students and did not have students question
grades received--we had all students of all abilities
Stingray - This is probably off the subject
but how do you feel about giving a passing grade if the report or project
is turned in on time?
Linda - sea--I did that too
Linda - Stingray--I give extra points to students at the end
of a grading period if all was turned in on time--it gave everyone an opportunity
for extra credit
~SEA~ - linda, i'm not sure the protocol
for our session here...
Stingray - Thank you Linda
Valerie S/oh - I think all current questions
are answered Sea. Do you have one?
Linda - Creating rubrics--1. look at models; 2. list criteria;
3. articulate gradations of quality
Pip - I have just begun hearing a lot
about rubrics. Is it just for Language Arts or can it be adapted to other
subjects? What exactly is it?
~SEA~ - we recently revised our writing
rubric and put higher level grammar/literature skill on the 4 section (Ex:
figures of speech, quotation marks, etc.)
Linda - 4 practice on the models; 5.
Valerie S/oh - Pip...just a sec and Linda
will answer Sea then you will be next.
Valerie S/oh - Go ahead Sea!
Linda - Pip--rubrics are for all subject areas
~SEA~ - pip's question was good! how to
use in math for instance...
Linda - sea--good idea to raise the quality of work
Linda - sea--math present the task ; it could involve subtasks
Cindi - Me too Julie.
Supernaut - Hi JulieC, you're with us
~SEA~ - linda, say 2 digit subtraction
with regrouping...how a rubric?
Linda - criteria for math might be--accuracy, quality of work,
quality of constructed task, etc
JulieC/8/IL - Let me know when it is my
turn....I have a question!
Valerie S/oh - Mom...when you are ready
Julie has a question.
~SEA~ - seems like math rubrics fit HS
better than primary math?
~SEA~ - go for it, julie
Linda - for math--could also be the parts of the assigned task,
I would use story problems rather than number problems
~SEA~ - understand, thank you
JulieC/8/IL - What do you suggest as to
when to use rubrics....should you do "regular" grading; then a rubric so
that students are equally comfortable with what......or.....just use rubrics
for constructions, etc.
Linda - no it fits all levels go ahead Julie
Pip - I have a question.
JulieC/8/IL - I mean to say euqally comfortable
with BOTH....
Linda - rubrics work for larger tasks/projects
Linda - pip?
Pip - Who sets the criteria? The teacher
or can certain rubrics for certain
subjects be purchased?
Valerie S/oh - Go ahead Pip.
Linda - Pip--I would set the criteria I wanted and I would ask
the students for criteria they would like to see
Linda - it invites students into the process they have some
ownership
Pip - Is rubrics another way of saying
a checklist? I set up certain criteria the students had to meet for a science
fair project. I let them know what it was and then I graded it by using
very good, good, etc and also numbers. Is this considered a rubrics?
Linda - I am going to cut and paste a reference list one at
a time--hopefully it will work
Valerie S/oh - Ok... we'll wait a minute.
Linda - Rubrics are more about quality
Linda - Educators in Connecticut’s Pomperaug Regional School
District 15. ( 1996).
Performance-based learning and assessment. Alexandria, VA: Association
for Supervision and Curriculum Development.
Linda - Goodrich, H. (December, 1996-January, 1997). Understanding
Rubrics. Educational
Leadership, p. 14-17.
Linda - Herman, J. L., Aschbacher, P. R., & Winters, L.
(1992). A practical guide to alternative assessment. USA: Association for
Supervision and Curriculum Development
Linda - Perrone, V. (1991). Expanding student assessment. USA:
Association for Supervision and Curriculum Development.
Linda - Popham, W. J. (October, 1997). What’s wrong—and what’s
right—with rubrics.
Linda - Tuttle, H. G. (January/February, 1996). Rubrics: Keys
to improving multimedia presentation. Multimedia Schools, p. 30-33.
Linda - The popham article and the Goodrich article are excellent
AND short
KellyM - can this be used at the early
childhood level as well?
Valerie S/oh - Thanks mom...that will
give some great information!
Linda - I teach rubics and assessment across the grade levels
AND across the content areas in workshops!!
Ann/LA - Will rubrics in association with
Internet projects be addressed?
Kathy/5/IA - What area of the country
do you usually speak in, Linda?
Valerie S/oh - Do you have a specific
question Ann? Go ahead.
Pip - Is it difficult and time consuming
to set-up a rubric? I imagine it would be.
Linda - I would say to start small--with one project /assignment
JulieC/8/IL - So....rubrics are really
up to the teacher and what is being evaluated....sort of "anything goes"....?
(I mean, the teacher has to tailor it to what he/she wants....?
Ann/LA - I am a member of the Challenge
Grant in Louisian and as such have to prepare group projects for my students
on the Internet. Should I evaluate just their work or incorporate some
type of computer evaluation with it?
Linda - Julie--yes it is teacher tailored
Linda - -it is difficult at the beginning
Linda - I would incorpoate the tech aspect too
Ann/LA - There are some excellent examples
of rubrics at the California Score site.
Kathy/5/IA - Could I email you the copy
of my rubric I set up for essay questions and literature circle jobs, Linda.
I'd like to see if I'm on the right track.
JulieC/8/IL - Ann...do you have a URL???
;-)
Linda - The article on multimedia would be helpful
Cindi - Ann, do you have the address for
the California Score?
Linda - The Pomperaug performanced based learning book is very
helpful from k-12
Linda - please feel free to send me the rubric
JulieC/8/IL - EVen though rubrics should
be tailored by the teacher, I think we all want a "quick fix"! HaHa.
Valerie S/oh - Do you mind giving out
your e-mail address mom?
Kathy/5/IA - What is your email address?
Kathleen - Woulld you rather private message
the e-mail address?
Valerie S/oh - Mom...you can private message
it to Kathy in the bottom corner.
Linda - Once you learn to be comfortable with rubrics they can
be quickly used
Ann/LA - Did you get my question???
Kathleen - I can do the private messages
for you Linda if you would like..I have your address
Linda - no I don't mind--l_wilson@sparcc.ohio.gov
Linda - okay Kathleen
Kathy/5/IA - Thanks, Linda!
Valerie S/oh - Ann...I'm sorry, I think
we missed it. Could you repost?
Ann/LA - I am a member of the Challenge
Grant in Louisiana and as such have to prepare group projects on the Internet.
Does my rubric need to include just group evaluation or does it need to
have computer knowledge evaluated?
Linda - One of the flaws in building rubrics is making them
too general
Valerie S/oh - Ann...I think mom answered
that one by saying "yes" to incorporate the technical aspect as well.
Kathy/5/IA - What do you mean by too general?
Linda - Ann, you could do a group one and a separate tech one
Ann/LA - Valerie - what kinds of things
should I evaluate?
Linda - Ann, you could incorporate them both into one.
JulieC/8/IL - That's why it is important
for the teacher to tailor it to what he/she wants evaluated?
Valerie S/oh - Ann...mom will have to
answer that one!
Linda - put the content specific rubric on one side and the
multimedia on the other
Cindi - So Linda, from what you've picked
up from what we've said this evening, do you think we seem to be on the
right track with rubrics?
Ann/LA - Valerie - I am sorry - I get
confused - do you mind telling me who your mom is? :0
Linda - Julie--You are using the rubric to evaluate students
Linda - what they learned
Valerie S/oh - Sorry Ann.... Our guest
this evening is Linda J. Wilson Ph.D. of Journeys: Educational Consulting
Services. Linda is my mom!
Linda - Julie--I am going to try this again
Linda - design the rubric to evaluate
JulieC/8/IL - Yes, Linda....I understand.
Thanks. I know we are all busy people and I have a
tendency to want a "quick fix"....like a site
where I can just "get" a rubric. I see now the importance of tailoring
it to my needs/and the students' needs!
Linda - student understanding of their learnings
Ann/LA - Linda - is it possible to give
me an example of a question I would use for the computer evaluation portion
of the rubric?
Linda - Ann--the Rubrics . . the Keys article has one in it
Linda - Ann--it actually evaluates a multimedia presentation
Linda - Julie--I don't have any specific sites--the Performanced
based book would help you
JulieC/8/IL - I believe my school library
has that book, Linda....I need to check it out! Thanks....
Linda - Ann-a level on the rubric might be--
JulieC/8/IL - Linda.... do you have any
advice on how to motivate fellow teachers to use rubrics? Our administration
wants EVERY teacher to do at least one rubric/project
per quarter next year! I have been elected "chief
motivator" for my middle school! ;-(
Linda - some visuals, and sounds, some multimedia programming
skills
Jane - Missouri is training teachers in
developing and using performance based assessment. We are being expected
to develop scoring guides for preformance task
Supernaut - Good one, Linda!
Linda - Julie--I would work on one together as a group
Linda - Julie--Bring one of your own
JulieC/8/IL - Linda...do you mean one
project for the entire middle school....like a multidisciplinary project....for
all three grades? Or do you mean work on a project/rubric design as a group,
as in a workshop setting??
Linda - Julie--as a group in a wkshp setting
Jane - Can you recommend any premade performance
tasks that uses a rubric/ scoring guide
Linda - Julie--have them bring a lesson and start with assessing
the learning outcomes
Supernaut - I would like that, Julie!
Cindi - Julie-I agree with Linda. That
way the staff has ownership and is more likely to use it.
Linda - Jane--there are many for writing check out the NCTE
journals
JulieC/8/IL - Yes...I understand...My
team already incorporates rubrics with many of the writing assessments,
book reports, etc. I need to develop MATH projects.....I already use them
for soc. studies projects. Math rubrics are giving me fits! ;-)
Jane - When I check on the net, I have
difficulty finding listings.
Joyce/Tx/2nd - Do many people have their
report card set up as a rubric? I can't stand the our report cards...what
does a 85 average really tell you...not a whole lot.
Linda - Julie--Look at the NCTM journals for math
Supernaut - Don't have a fit here, Julie!
JulieC/8/IL - Yes....I have already written
NCTM down to investigate....Thanks....
Linda - Also check out the websites for the different content
areas
Jane - i have found a few rubric but I
want specific task that asssess reading or language. I have scoring guides
for writing
Linda - Jane--you have asked me something I am not sure about--check
out IRA journals and website
Tony Bott/CA - Well, the Internet is a
forerunning activity setting for the professional growth of teachers. Historically,
there has not been this form of interactive setting for open dialogue and
learning...
SuzyQ/OK/3 - Jane....Does your state not
have learner outcome objectives that would help you?
Tony Bott/CA - hence, you're making history
by being here tonight. Also, you are one of our first hosts in the Conference
Room on Techers.Net - much gratitude and respect to
you ;)
Cindi - I think it's a great setting Tony.
Now if only I could get an hour or two or credit towards my master's for
this...
Valerie S/oh - Now you know what to write
on your resume Mom!
Linda - Tony--I guess then this is historical
Tony Bott/CA - Cindi - I will be working
on that for y'all. Seriously!
Tony Bott/CA - Precisely, Linda!
JulieC/8/IL - I think this is terrific....I
needed someone to tell me I'm on the right track! Thanks to everyone! (It
isn't over yet, is it??? smile....)
Cindi - That's great Tony!
SuzyQ/OK/3 - Wonderful Tony!
Jane - We have standards that students
will be assessed on, but we are encouraged to use
performance tasks, where the students are ask
to do specific activiites and are scored by a scoring guide or rubric.
We have to design the rubric for the assessment
Valerie S/oh - Mom...got any suggestions
for Jane?
Tony Bott/CA - Linda, do you find rubrics,
for say mathematics, to be consistent across
socio-economics (e.g. inner-city schools v. upper/middle-class
schools)? How do teacher expectations play into the equation?
Supernaut - Sounds like Olympic Figure
Skating 'judging format' to me.
JulieC/8/IL - LOL, Supernaut....I was
thinking the SAME thing....
Linda - Jane--Think about the outcomes you want the kids to
know
Linda - Then those become the criteria for the rubric
Linda - Then decide what is the best you will accept
Linda - what is the least you will accept?
Jane - I know what I want them to know,
my problem is designing the task to objectively assess the student's knowledge
or performance on the task.
Linda - the two middle (average) that you will accept
Linda - Sorry--what is the least you will accept
Tony Bott/CA - Interesting... we just
reviewed a CD software package with elementary teacher lesson plans where
the lesson objectives and grading criteria were both present for each lesson,
but didn't match at all... thoughts?
SuzyQ/OK/3 - Jane, perhaps you could work
backward, so to speak. From the state expectations.
Valerie S/oh - Jane...what do you want
them to know?
Linda - Hummm-no match?
Linda - State expectations are good
Jane - Do you sugest a holistic rubric
or anaylitc the other type of rubric
Linda - Not a good CD
Linda - I like the analytic
Linda - I like the analytic I can give more grades
Tony Bott/CA - ... thought not, that's
why we don't sell it here ;)
Cindi - Linda--I've learned a lot this
evening and I think I'll be more comfortable with the next rubric I design
for my students. I really appreciate all of your help and knowledge!
Jane - The analytic is more like a check
list right
Supernaut - A very bad CD, indeed.
Linda - Analytic is criterion by criterion
Linda - Tony--you might want to look at what the ENC.org site
has
Tony Bott/CA - certainly will. Thank you
Linda
JulieC/8/IL - I need some input about
grading with a rubric in stages......like when students are building their
bridges....assessing WHILE they are building....
Linda - Ohio has had teachers evaluate software using a criterion
based rubrics
Jane - In MAP (MIsssouri Assessment Program)
we are being encourage to develop both type but especially holistic.
Linda - Julie--you can use the stages as benchmarks to the final
product
Linda - Jane--both are good
Linda - I like to give the kids more chances
JulieC/8/IL - Well, DUH! I feel like a
ninny....
Linda - Julie--no you are not
Jane - I like them better than a percentage
grade. or a test. It's more authentic
Supernaut - Another good one, Linda.
Linda - Jane--anlaytic--could be
Linda - In holistic you aggregate the scores
Linda - Jane--I loved rubrics
Jane - Well, if you are assessing how
well a student is able to do something It's more valid that what he can
guess on a M/c test.
Kathy/5/IA - Linda, I just tried to email
you a sample rubric I've designed, but the email was returned to me. Is
the L at the beginning of you address capital or lower case,or does it
matter?
Linda - Jane--definitely
Linda - Lower case
Kathy/5/IA - Thanks, I'll try again!
Linda - Paper and pencil tests more lower level thinking
Linda - Projects tend to use higher level thinking skills
Valerie S/oh - Looks like our time is
up - I will officially thank everyone for taking part in this session and
welcome Linda to stay and answer questions as long as she wishes.
JulieC/8/IL - I have to go now....Thank
you so much for your time, Linda...and to all the information you have
given me. I will look for the reference list posting. I jotted down several
articles I want to read. Thanks again. Have a great weekend, everyone!
Jane - Our new reading basal includes
rubric for the assessment of the student's writing.
Linda - We need to encourage both
Linda - Many of the textbooks are incorporating rubrics
Linda - re not too general
SuzyQ/OK/3 - Thank you Dr. W. and Bob.....Tony.....Whoever
is responsible!
Linda - whoops--be careful they are not too general
Jane - Missouri's new state assessment
will include a performance task that counts as 1/3 the over all score
Kathleen - Valerie, thank you for doing
such a good job hosting, it was a challenge tonight..lots of questions,
lots of info!
Cindi - I'm taking a class right now and
we've been talking a lot about higher level thinking skills. Our professor
has encouraged the preschool teachers in the class to use higher
level things with their students. I don't think
that we generally think of doing that with 3 and 4 year olds. It may turn
out to be a good thing!
Linda -Jane- interesting--wish ours did
Valerie S/oh - Thanks for helping Kat...I
think I just needed to get the hang of it!
Jane - Thank you for the information
Linda - All kids can do HOTS
Valerie S/oh - Cindi...Is your master's
program at OU?
Cindi - No, Valerie. I'm going to Ashland
U. in Massillon.
Jane - How much are they teaching this
at the teacher training level ?
Linda - I will be teaching a course there this summer
Cindi - What will you be teaching Linda?
Linda - They are not teaching it as much as they should
Kathy/5/IA - oops I missed something,
what is HOTS?
Linda - Advanced integrated LA
Linda - l_wilson@sparcc.ohio.gov
Jane - AIMS science materials have task
and rubric I think
Cindi - I saw that in the course listings.
Sorry I won't be taking it. I'm taking Research Summer I and then nothing
else until fall.
Linda - I have not seen the sci or SS
Linda - I am also teaching an assessment wkshp for kent stark
campus
Jane - I have to do a mini lesson for
our staff inservice Tue. I have my performance event but I'm still looking
for other rubrics
Linda - Check out the articles I listed
Linda - the Understanding rubrics article won an award
Linda - whoops--the understanding rubrics article
Valerie S/oh - Jane...I will try to repost
the list of resources on the chatboard.
Linda - Val or Kathleen should be able to send them
Kathleen - Linda, would you be willing
to post some of the basic definitions and references that you have available
to cut and paste onto our chatboard? After your fingers get a rest, that
is? :-)
Linda - Yes I can do that
Jane - Thank you for all of your help
Kathleen - Linda, a line is forming at
my computer, so I will say goodnight and THANK YOU VERY MUCH for giving
your time for our Teachers.Net community! And, Valerie, Thank you!!!
Valerie S/oh - Have a good night Jane!
Linda - I think the references are floating in this
Valerie S/oh - Thanks for arranging this
Kat!
Kathleen - Goodnight to all who participated/watched!!
Linda - You are welcome it was fun Kathleen - :-)
Jane - night
Valerie S/oh - Good night Kat!
Cindi - Thanks Linda and Valerie!
Valerie S/oh - I will "see" you soon Cindi!
Cindi - You too Val!
Bob Reap - Linda, thank you so much for your time and wisdom
tonight!!! :o)
Linda - you're welcome
Kathy/5/IA - Thank you, Linda!!!
Linda - you're welcome
References for on-line assessment professional development:
Burke, K., Fogarty, R., & Belgrad, S. (1994). The mindful
school: The portfolio connection. Palatine, NY: IRI/Skylight Publishing.
Educators in Connecticut’s Pomperaug Regional School District 15.
( 1996).
Performance-based learning and assessment. Alexandria, VA: Association
for Supervision and Curriculum Development.
Danielson, C. (1996). Enhancing professional practice: A
framework for teaching. USA: Association for Supervision and
Curriculum Development.
Goodrich, H. (December, 1996-January, 1997). Understanding
Rubrics.
Educational Leadership, p. 14-17.
Herman, J. L., Aschbacher, P. R., & Winters, L. (1992).
A practical guide to alternative assessment. USA: Association for
Supervision and Curriculum
Development.
Perrone, V. (1991). Expanding student assessment. USA: Association
for Supervision and Curriculum Development.
Popham, W. J. (October, 1997). What’s wrong—and what’s
right—with rubrics. Educational Leadership, p. 72-75.
Taggart, G. L., Phifer, S. J., & Nixon, J. A. (1998).
Rubrics: A handbook for construction and use. Lancaster, PA: Technomic
Publishing.
Tuttle, H. G. (January/February, 1996). Rubrics: Keys to
improving multimedia presentation. Multimedia Schools, p. 30-33.
Sound Tasks, Sound Assessments
Before developing an assessment tool the teacher needs to know:
1. What does the teacher want the students to know at the end
of the chapter/unit? What are the learning objectives? Do they include
HOTS?
2. What type of task will be relevant? How will the learning
resulting from the task impact the students’ lives?
3. Is/Are the tasks bias-free? Is/Are they fair?
Do they take into account diversity, culture, and gender?
4. Is this a task that is meaningful? Challenging?
5. Will the task engage the students? Will it motivate
the student to complete the task?
6. Does the task relate to what was taught? Does the task
evaluate the learning objectives? Is the teacher able to teach the
skills necessary to complete the task?
7. Can the task actually be carried out? Is there space,
time, resources available to accomplish the task?
Adapted from A Practical Guide to Alternative Assessment (see
resource list)
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