This document discusses rubrics for assessing student learning. It provides examples of holistic and analytic rubrics. There are two types of rubrics: analytic rubrics describe each criterion separately, while holistic rubrics assess student work as a whole. The document outlines the steps to develop a scoring rubric, including identifying the characteristics being assessed, describing exemplar work, describing minimum acceptable work, and developing intermediate descriptions. It also includes sample interview questions and plans for research and analysis on rubrics.
Hello!I will be focusing on the alignment of your instruction an.docxsalmonpybus
Hello!
I will be focusing on the alignment of your instruction and assessment to the state standards and also looking at the rigor you have built into your lesson. Please read the information below about the different parts of a lesson to help you when writing your own lesson plan.
Focus Activity: The Focus Activity typically a 5-10 min activity, discussion, review, video, etc. that serves to focus student attention on the topic of your lesson. It may also include an Anticipatory Set used to “hook” students or create interest in the topic.
Objective Statement: This statement is written using the verbiage you will use with the students.
It should relate to the targeted standard and include a performance behavior to ensure it is measurable. What will you ask students to do or produce to prove they are learning?
Purpose for Learning: Be sure to explain why it is important for students to learn what you are teaching them. I will be looking for you to include real-world application for the skill or content you are teaching about.
Instructional Steps: While my focus is not entirely on the instructional strategies you use, I will be looking at these as a means to assess the rigor of your lesson. Please be
VERY DETAILED in the Instructional Steps section. The idea behind this section is that another teacher would be able to pick up your lesson plan and implement it relatively seamlessly. Include the following in your Instructional Steps:
· Focus Activity and how you will tie it to your standard(s) &/or prior knowledge.
· Direct Instruction/Input – how will you present content? What questions will you ask or how will you guide/scaffold discussion to ensure the standards are being addressed? Remember that the goal is to utilize the Gradual Release Model, i.e. moving from “I do” to “We do” to “You do”. Include your modeling strategy and how you will provide both guided and independent practice for your students as they work towards mastery of the objective. Start with simple questioning during initial instructional input and modeling and lead to more complex critical thinking questions. Questions and activities should always consider and support varying levels of Bloom’s Taxonomy. During Independent Practice, students should be working at higher Bloom’s levels and using higher order/critical thinking. To obtain the highest marks, questions and activities should be at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussion. Again, be very detailed and include the exact questions you will ask, clarifications you will make to avoid common misconceptions and discussion topics you will introduce.
Questions for Understanding: This is where you will list some examples of the questions you will ask. Remember to include questions at the various levels of Bloom’s. I will be looking for the integration of .
Presentation for University conference on student transition from school to HE. This focuses on a first year assignment which takes a scaffolded approach to teach basic research skills.
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
PROJECT 1 Personal Skills AssessmentPurposeThe purpose of .docxdenneymargareta
PROJECT 1: Personal Skills Assessment
Purpose:
The purpose of this assignment is for you to develop a clear picture of the skills that you possess right now to qualify you for likely success in the job for which you will apply.
Outcomes:
Students will accurately assess their critical thinking skills showing areas of improvement.
Students will be able to evaluate the skills of greater to lesser weakness so that they can improve for future work assignments or job moves.
Students will be able to see the skill set that employers will be wanting in a career capacity.
Assignment Background:
The assignments for this class will all be related and will seek to complete a candidate portfolio that will be presented at the end of week seven. Students will be expected to present a draft of each assignment on the milestone date given. The faculty will review the draft and give feedback along with a grade for the draft. When the portfolio is submitted complete with revisions in week seven, the faculty member will grade it as a completed portfolio at which time additional points will be assessed on the quality of the portfolio and its chances for getting the job.
Assignment:
Rainbow Paints has six people retiring soon and they want to give their existing personnel first chance to fill the jobs. You are anxious to move up in the company to a management position and happily apply. The candidate portfolio, given to you by HR as a candidate, contains a series of tests which will help them in assessing what position you are best suited to fill. It also contains a short job description for each of the positions that will open. Since you are familiar with the current job holders you are thinking, that the types of test they are you to take will not only tell HR what job is best for you, but it should tell you as well. This may give you a better idea of your chance of getting the position.
Steps for Completion of the Assignment:
1. Take all the quizzes found in the list located with the chart below the paper instructions.
2. Answer the implication questions using a table like the one below with the headings illustrated. You can form any table shape you want but it must have the three column headings.
Type of quiz
Quiz Taken
Implication Question Answers
3. When you have completed the chart, in a 2-3-page summary explain your results and select the position you surmise will be the best fit and explain why.
Points to be covered in the summary are:
a general evaluation summary of the quiz results;
the implications for the jobs available;
the job or jobs that best fit you and why;
The reasons why you made the selection; and
how your selection is best for the effectiveness of the organization.
Note: When the Instructor has graded the draft, all feedback should be acknowledged by the student and corrections applied to the final submission of the portfolio in week 7. Revisions will be part of the final grade.
Step 4: Completing the Paper
Rea ...
Rubrics: Transparent Assessment in Support of LearningKenneth Ronkowitz
Rubrics provide a powerful tool for grading and assessment that can also serve as a transparent and inspiring guide to learning. Rubrics have been used to increase transparency and accountability across K-12 and higher education, and in corporate and government settings.
This presentation looks at defining rubrics, reasons for using them, types and designing them using the Moodle rubric tool.
This is a two-part assignmentPart 1 Locate five peer-reviewe.docxjuliennehar
This is a two-part assignment:
Part 1: Locate five peer-reviewed articles published within the past 5 years related to a topic of interest you wish to explore for your dissertation research. Do not include book chapters, books, editorials, white papers, trade magazine articles, or non-peer-reviewed sources. Then, complete the following for each source in the form of an annotated bibliography:
1. Begin each annotation with an APA formatted reference.
2. Then, annotate the source with a block paragraph. The annotation should be double spaced, 200-250 words, including a brief synopsis of the article, the problem, the purpose, a description of the methodology, the findings, the recommendations for future research, and any particular strengths or weaknesses of the article.
Part 2: After reviewing each annotation, describe the topic you wish to explore for your dissertation research. This topic should logically flow from the gaps in the literature noted in your annotations.
Total Length: 5-7 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic.
PLEASE READ: I WANT A POTENTIAL TOPIC TO BE: A STUDY OF AFRICAN AMERICAN MALES IN FINANCIAL SERVICES.
· Please develop the paper around this or a similar topic.
MIS500-Assign3 Page 1 of 3
ASSESSMENT BRIEF
Subject Code and Name MIS500 Foundations of Information Systems
Assessment Assessment Three – Reflective Portfolio
Individual/Group Individual
Length 3000 words
Learning Outcomes This assessment addresses the following subject learning
outcomes:
d) Develop own professional practice and ethical
standards around business problems and
implementation of solutions
Submission By 11:59 PM AEST/AEDT Friday of Module 6.1 (week 11)
Weighting 40%
Total Marks 40 marks
Context:
The assessment suite in this subject is built on top of skills you are building in your learning activities.
Although the learning activities do not carry any assessable weight by themselves, completing them
and seeking input from your peers and the learning facilitator is essential for you to achieving a
positive result in the subject. Before beginning this assessment, be sure that you have completed the
learning activities in all of the modules.
Instructions:
As you begin this subject, start and keep a learning journal that you add to during the process of
learning about the foundations of information systems. A suggested format for the learning journal
is as follows:
Date Learning Activity Impact Evidence
(You are free to have another format of your choosing, and if you do, the following comments will
need to be adjusted.)
MIS500-Assign3 Page 2 of 3
For each day in your learning journey, write the date and then the learning activity you engaged in.
Detail what impact the learning had on you and then inclu ...
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
FS 5 - Episode 7
1. 7
My Learning Episode Overview
How do you score a product or a performance as evidence of learning? You will
learn it from this Episode.
My Intended Outcomes
After this Episode, I must be able to examine different types of rubrics used by
my Resource Teacher and relate the to assessment of student learning.
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Essentials
FS 5
FIELD STUDY
LearningEpisode
ON SCORING RUBRICS
A rubric is a coherent set of criteria for student’s work that includes descriptions
of levels of performance quality on the criteria.
The main purpose of rubrics is to assess performances and products. For some
performances, you observe the student in the process of doing like dribbling the ball.
For others, you observe the product which results from the student’s work.
2. Below are example of a holistic and an analytic rubric.
Fiction Writing Content Rubric- HOLISTIC
Fiction-Writing Content Rubric- Analytic
Criteria 4 3 2 1
PLOT: “What”
and “Why”
Both plot parts
are fully
developed.
One of the plot
parts is fully
developed and
the less
developed part
is at least
addressed.
Both plot parts
are addressed
but not fully
developed.
Neither plot
parts are fully
developed
There are two types of rubrics – analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work as a
whole.
Analytic rubrics identify and assess components of a finish product.
Holistic rubrics assess student work as a whole.
5- The plot, setting, and characters are developed fully and organized well. The who,
what, when, where and why are explained using interesting language and sufficient
detail.
4- Most part of the story mentioned in a score of 5 are developed and organized well.
A couple of aspects may need to be more fully or more interestingly developed.
3- Some aspect of the story are developed and organized well, but not as much detail
or organization is expressed as in a score of 4.
2- A few parts of the story are developed somewhat. Organization and language usage
need improvement.
1- Parts of the story are addressed without attention to detail or organization.
3. SETTING:
“When” and
“Where”
Both setting
parts are fully
developed
One of the
setting parts is
fully developed
and the less
developed part
is at least
addressed.
Both setting
parts parts of
the story are
addressed but
not fully
developed.
Neither setting
parts are
developed
CHARACTERS:
“Who described
by behavior and
character traits
The main
characters are
fully developed
with much
descriptive
detail.
The main
characters are
developed with
some
descriptive
detail. The
reader has a
vague idea of
the characters.
The main
characters are
identified by
name only.
None of the
characters are
developed or
named.
Source:http://www.fctl.ucf.edu
Source:http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=rubric
The following are the steps in developing a scoring rubric.
1. Identify the characteristics of what you are assessing. In most cases, these
will be specific stated learning outcomes.
2. Describe the best work you could expect using these characteristic. This
describes the top range of your rubric.
3. Describe the worst acceptable product using these characteristics. This
describes the lowest acceptable range of your rubric.
4. Describe an acceptable product. This describes the lowest range of the
rubric.
5. Develop description of intermediate level products and assign them to
intermediate ranges.
Bhju7uyigyu
4. My Map
1. Read My Learning Essentials
2. Interview at least 2 Resource Teacher on their use of scoring
rubrics in assessing learning.
3. Request my Resource teacher for a copy (for to photocopy) of
the scoring rubrics that the school uses for group projects,
students papers, cooperative learning activities.
4. If there are no scoring rubrics available, I will research on
samples of scoring rubrics for student papers, cooperative
learning, learning activities, group projects, performances, and the
like.
5. I will analyze information gathered from my interview and
research.
6. I will reflect on all information gathered.
5. My LearningActivities
Interview
Interview of my Resource Teachers
I will ask the following questions:
1. Where do you use the scoring rubrics? (Student outputs or products and student
activities).
_________________________________________________________________
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2. What help have scoring rubrics given you? When there were no scoring rubrics
yet, what did you use?
_________________________________________________________________
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_________________________________________________________________
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_________________________________________________________________
3. What difficulties have you met in the use of scoring rubrics?
_________________________________________________________________
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6. 4. Do you make use of holistic and analytic rubrics? How do they differ?
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5. Which is easier to use analytic or holistic?
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6. Were you involved in the making of the scoring rubrics? How do you make one?
Which is easier to construct- analytic or holistic?
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8. My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
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2. How are scoring rubrics related to portfolio assessment?
________________________________________________________________
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3. To get the most from scoring rubrics, what should be observed in the making and
use of scoring rubrics?
________________________________________________________________
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________________________________________________________________
________________________________________________________________
9. My Reflections
Can rubrics help make students to become self-directed or independent
learners? Do rubrics contribute to assessment AS learning (self-assessment?)
What if there were no rubrics in assessment?
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10. Integrating Theoryand Practice
1. For diagnostic purposes which type of rubric is more appropriate?
A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric
2. Which rubric CANNOT provide specific feedback for improvement?
A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric
3. Which advantage does a holistic rubric over that of an analytic rubric?
A. Takes less time to create C. More Direct
B. Shorter in content D. More detailed
4. Because of its nature, which can be of greater help for student self- directed
learning?
A. Analytic rubric C. Holistic
C. General rubric D. Combination of holistic and analytic
11. My Learning Portfolio
Go over the K to 12 Curriculum Guide and look for at least one competency that needs
to be assessed by the use of rubrics. Make a scoring rubric- one analytic and other
historic. Remember to focus on assessing the intended learning outcome
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12. My LearningRubric
FieldStudy5,Episode 7 – On ScoringRubrics
Focusedon:
Examiningdifferenttypesof rubricsusedbymyResource Teachersandrelating
themto assessmentof studentlearning.
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Learning Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodes were
done with
outstanding
quality;work
exceeds
expectations
4
All or nearlyall
episodeswere
done withhigh
quality.
3
Nearlyall episodes
were done with
acceptable
quality.
2
Fewerthanhalf of
episodesweredoe;
or most objectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1
13. Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sectionsclearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are available and
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more after the
deadline.
1
COMMENTS Over-all score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Signature of FS Teacher Date