Using Rubrics A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a variety of assignments: research papers, group projects, portfolios and presentations. Rubrics are most often used to grade written assignments, but they have many other uses. Boix Mansilla., V., Duraisingh, E., Wolfe, C. R., & Haynes, C. (2009). Brookes, D. Mora, J., & Ochoa, H. (2010). Reddy, Y., & Andrade, H. (2010). Stevens, D. and Levi, A. (2005) Introduction to Rubrics. Timmerman, B., Strickland, D. Tractenberg, R. Getting started with Metacognition A metacognitive approach typically involves students applying metacognitive strategies to respond to clear and explicit learning goals which have either been set by the teacher or identified by the student themselves. The student uses their metacognitive strategies to plan, monitor and evaluate their own progress towards achieving the learning goals. In order to apply a metacognitive approach, learners need access to: 1. 1. Clear learning goals are necessary for students to effectively apply their metacognitive strategies. Students can use strategies across different domains of the school curriculum. The Education Endowment Foundation have published a guidance report on metacognition and self-regulated learning. Mnemonics Many teachers will be familiar with the use of mnemonics to help learners remember information that might otherwise be difficult to recall. In expression or word mnemonics items in a list are arranged by their first letter to create a word or phrase. 2.
Getting started with Assessment for Learning Assessment for learning in practice AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1. There are two main types of question: closed and open. A closed question requires a short answer, such as remembering a fact. On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. One way to help increase ‘wait time’, and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. A good strategy to use if a learner gets the answer wrong is to make this into a positive event. Open questions need longer answers, and often require the learner to provide an opinion. Transcript Want to know more? 2. Want to know more? 4. 5.
How Rubrics Provide Feedback | Teaching, Writing | Chris Friend I’d like to start with an assumption about rubrics. I believe that rubrics are tools designed to serve two purposes:They help a teacher assess student work consistently and clearly.They help provide feedback to students through setting expectations and evaluating performance.With these two goals in mind—assessment and feedback—I’d like to examine how rubrics need to be built and used to be able to serve those purposes. I recently wrote about the different kinds of rubrics, and I’d like to focus exclusively on analytic (rather than holistic) rubrics in this discussion. I’ve seen a number of assignment rubrics that are poorly designed and poorly implemented, and I’d like to point out the trouble with a particular approach and show how it can be fixed. First, though, I need to clarify a critical term. That example includes all three elements of feedback. Note how the highlighted boxes in the table match the example comment quoted above. For a teacher, this can be huge. Tags: Teaching
The Cambridge Learner Attributes We design all our curriculum and assessments with the Cambridge learner attributes in mind. The five attributes are our way of recognising that students need to develop attitudes and life skills throughout their education, as well as academic skills, in order to be successful at university and in employment. Through our programmes, we help schools to develop Cambridge students who are: Confident in working with information and ideas – their own and those of others Cambridge students are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. Responsible for themselves, responsive to and respectful of others Cambridge students take ownership of their learning, set targets and insist on intellectual integrity. Reflective as learners, developing their ability to learn Cambridge students understand themselves as learners. Innovative and equipped for new and future challenges Engaged intellectually and socially, ready to make a difference
HOTandThinkertools - Graphic Organisers Skip to main content Create interactive lessons using any digital content including wikis with our free sister product TES Teach. Get it on the web or iPad! guest Join | Help | Sign In HOTandThinkertools Home guest| Join | Help | Sign In Turn off "Getting Started" Loading... Grading, Assessment, or Feedback? | Teaching | Chris Friend assign credentials by saying students passed a course, achieved a goal, or mastered content. Grades also sort or rank students by performance, giving us the ability to discuss “B students” as a group or “above-average” students as a means of exclusion. They label performance based on arbitrary evaluative criteria. I say “arbitrary” because there is really no way to determine what an A means. Even if we look at percentages, the most common means of devising grades, we would be stumped by a simple question: An A is equal to 90% of what? If it’s work done, does that mean that 10% of the work was never attempted, or that 10% failed to meet standards? The inherent vagueness of grades is a self-fueling, all-consuming fire. But what do we tell ourselves grades do? When was the last time you only needed to assess one element of something? Assessment is the process of determining the quality of something, typically a student’s ability, skill, or knowledge. [Photo by riekhavoc (caught up?)
Have we reached peak English in the world? | Nicholas Ostler In China last month, Theresa May attended the launch of the British Council’s English is Great campaign, intended to boost interest and fluency in our national language. This might sound like Donald Trump’s notorious “Make America great again”, but comes in fact from a stronger position. Beyond doubt, the use of English is greater than ever, and far more widespread than any other language in the world. All non-English-speaking powers of our globalised world recognise it as the first foreign language to learn; it is also, uniquely, in practical use worldwide. The British Council reckons that English is spoken at a useful level by some 1.75 billion people, a quarter of the world’s population. On the news service France 24, English is used more prominently than French. It is this lagged growth of English, reflecting US influence hitherto, that we are now experiencing. Considering the windfall benefits of English as one’s own language, some immediate advantages are undeniable.
De-grade your classroom with narrative feedback SmartBlogs Years ago, I stopped grading my students. This is shocking to most educators who wonder how assessment can be done without numbers and letters. The answer is surprisingly simple: I replace grades with narrative feedback. Renowned education professor and researcher Dylan Wiliam, who has studied feedback and grades for decades, recommends in his book “Embedded Formative Assessment” using narrative feedback in lieu of grades, rather than in addition to letters and numbers. Wiliam suggests that grades detract from the value of the feedback. In my class, students complete many activities and projects on blogs and other web-based tools. Consider the following example of narrative feedback in place of grades, using the SE2R formula. In my classroom, students complete activities and projects willingly, without grades on their work. Mark Barnes is a 20-year classroom teacher and adjunct professor at two Ohio colleges.
Set Adrift In The English-Teaching Industrial Complex If someone threatened to jab a rusty spike in your eyeball unless you said one nice thing about globalization, you could do worse than mumble, “It’s led to a lot of people moving across national borders.” The free movement of human beings is generally acknowledged to be a good thing, whether you’re a Bitcoin-hoarding technolibertarian, a revolutionary Sandersista, or a crusty Clintonite. There’s certainly no shortage of humane and semi-humane arguments in favor of open borders. Journalist Gary Younge wrote a beautiful article in The Guardian in which he said, “As a principle, I think we should all be able to roam the planet and live, love and create where we wish.” I also believe that open borders are a good thing (unsurprisingly, for reasons that are closer to Younge’s than Smith’s). But when people like Smith advocate for open borders, they don’t do so because they believe it would increase the average person’s liberty and happiness. They’d finally picked a winner.
Peer Review Grades 9 – 12 | Lesson Plan | Standard Lesson And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process. Grades 9 – 12 | Lesson Plan | Unit Reading Shakespeare's The Tempest through a Postcolonial Lens Students take a postcolonial perspective on the portrayal of Caliban from Shakespeare's The Tempest by comparing it to a modern adaptation of the play. Analyzing the Rhetoric of Corporate Logos across Time Students think critically about how design elements in logos work together to tell a changing story about a company or product in this visual rhetoric lesson. Grades K – 2 | Lesson Plan | Minilesson Collaborative Stories 2: Revising