Jodi Student Generated Rubrics

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  • 1. Bringing Students Into the Process: Introducing Student-Generated Rubrics in the Elementary Classroom Jodi C-A WMWP Summer Institute 2007
  • 2. Reflecting on Current Practices In Writing
    • Daily Writing (Writer’s Notebook) and Sharing
    • Writer’s Craft
    • Modeling of the writing process
    • Teacher-generated rubric utilized to develop Personal Narrative (MCAS rubric modified)
    • Peer Revision
    • Student-teacher writing conferences
    • Self assessment and teacher assessment using rubric for Personal Narrative
  • 3. My Question
    • What will happen if my students participate in generating a rubric and use it to develop and assess their own writing?
  • 4. My Hypothesis
    • My students’ writing will show greater growth, if they are active participants in creating the criteria for which they will be assessed.
  • 5. My Inquiry Findings
    • Many teachers as researchers have inquired about this topic!
    • Steven Levy, in his article entitled The End of the Never Ending Line , writes of his experience helping his students uncover the process connected to a very simple task, drawing a free-hand, straight line. The process includes:
      • An experience
      • Developing criteria and standards
      • Developing a rubric
      • Evaluating work based on examples generated by class
        • Self-evaluation
        • Peer-evaluation
      • Revision
      • Teacher Feedback
    • His findings: Students gained a better understanding of the process related to the task at hand, they established better work habits, and they were able to transfer this awareness to other learning experiences.
  • 6. Research to Support These Findings
    • Involving students in the development of performance targets can be an effective instructional tool because students who are given the task of analyzing quality work and its critical components become better performers themselves (Skillings and Ferrell 2000).
    • Meta-cognitive skills are built during this process, and the skills that are developed transfer over to new learning situations (Skillings and Ferrell 2000).
    • Students should participate in the process of developing writing rubrics because instructionally useful rubrics are created by readers who think reflectively about how to make their own and others’ writing better (Spandel 2006).
  • 7. My Plan of Action
    • Model writing process and utilize teacher-created rubric, with exemplar pieces (MCAs samples), to assist students to develop and publish their first Personal Narrative piece.
    • Support students to develop and publish a second Personal Narrative piece by providing an opportunity for students to participate in the process of generating the rubric through examination of student work from their first published piece.
    • Document observations throughout the process and during student-teacher conferencing
    • Collect reflections from students about their experience of utilizing a teacher-created rubric v. a student-generated rubric
    • Compare the two published Personal Narratives to assess growth in written expression after introducing the development of a student-generated rubric
  • 8. Bibliography
    • Levy, Steven. The End of the Never Ending Line . Educational Leadership . March 1999 (pgs. 74-77).
    • Skillings, Mary Jo and Robbin Ferrell. Teaching Reading, Student-generated Rubrics: Bringing Students Into the Assessment Process . The Reading Teacher . Vol. 53, No. 6. March 2000 (pgs. 452-455).
    • Spandel, Vicki. In Defense of Rubrics . English Journal (High School Edition). Vol. 96, Issue 1, September 2006 (pgs. 19-22).