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. fitness - Are small workouts worth the time? - Fitness and Nutrition - Stack Exchange Let's start at this point: Some exercise > no exercise In short, if you are doing something, anything, you will make positive steps toward fitness. The problem with stopping there, is that usually the something people choose, doesn't maintain their interest. Your goals are stated in this way: I'm not looking to get bigger (anti-goal, a limiter of things you are willing to do)I just want general fitness So the 5 million dollar question is: what is general fitness? Strength, the stronger you are, the better your quality of life as you can pick up heavy things, and resist injury better.Conditioning, the more conditioned you are, the better you can keep blood flowing through your body and you can have the energy you need to do what you want.Mobility, the more mobility you have, the more range of motion you have without pain. Whether you play basketball, run marathons, swim, or left weights, all of the above points help you achieve general fitness. Workout A Workout B Now, why sets of 5?
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
Responses | 2012 Annual Question | Edge The Epidemic of Obesity, Diabetes and "Metabolic Syndrome:" Cell Energy Adaptations in a Toxic World? "Metabolic syndrome" (MetSyn) has been termed the "Epidemic of the 21st century." MetSyn is an accretion of symptoms, including high body mass index (weight-for-height), high blood sugar, high blood pressure (BP), high blood triglycerides, high waist circumference (central/visceral fat deposition), and/or reduced HDL-cholesterol, the so-called "good" cholesterol. Epidemics of Obesity and diabetes are intertwined with, and accompany, the meteoric rise in MetSyn. The prevalent view is that MetSyn is due to a glut of food calories ("energy") consumed, and a dearth of exercise energy expended, spurring weight gain—an "energy surfeit"—with the other features arising in consequence. But this normative view leaves many questions unanswered: Why do elements of MetSyn correlate? The customary "explanation" also creates paradoxes. · Ultra low-calorie or low-fat diets · Fasting, skipped meals
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?)
Correlation vs. Causation (A Mathographic) As part of our quest to understand the Algorithm, we do a lot of correlation analysis here at SEOmoz. We tend to dive right into the deep end, so I thought it might be a good time to take a step back and talk about the absolute basics of correlation, including some warnings about causation. We’ll often say (and hear) the fallback phrase – “correlation does not imply causation”, but people rarely dig into what that means. To make this experience as pleasant as possible for the math-phobic, I drew you a picture. I’d like to introduce the world’s first Mathographic. View Full-sized Infographic (796 x 2200) Embed this image: <div style="width:604px;"><div><a target="_blank" href=" ><img width="600" height="1658" alt="Correlation vs. Obviously, our actual studies get a lot more complex than this, but everything has to start somewhere. Are there any other correlation-related topics you’d like to hear more about on the blog?
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.
Quel programme de MUSCULATION faire avec seulement 2 haltères ? « Bonjour, je débute la musculation chez moi à la maison et je ne dispose que de deux haltères réglables de 10 kilos. Quel programme de musculation me conseillez vous ? » Le programme qui va vous être donné est très basique. En effet, avec deux haltères, vous allez être assez restreint dans le choix des exercices et par la suite être vite limité dans votre progression. L'idéal serait de rajouter à votre matériel une barre droite avec quelques rondelles de fonte pour pouvoir diversifier votre entrainement. Le site de musculation vous propose un programme full-body, idéal pour les débutants. Le programme full-body ci-dessous peut être réalisé 2 à 3 fois par semaine. Ce programme a été testé par de nombreuses personnes du forum, et les retours sont très positifs ! Séance N°1 Pectoraux : Dips, 4 séries au poids du corps avec le maximum de répétitions possible. Séance N°2 Pectoraux : Pompes, 4 séries de 15 répétitions avec les pieds surélevés (haut des pectoraux). Séance N°3 Nos conseils !
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