Rubistar--what a wonderful website! Before this module and a discussion in Dr. Luongo's Teaching Language Arts class, I never know such a site existed. I always dreaded the thought of making a rubric because I would think, what do I put in a rubric? How do I word it? What should be the difference between excellent and average? Ahhh, the confusion. Now, after being introduced to Rubistar, I know I will not have a problem making rubrics. I even plan on using them quite often! I do believe rubrics are great for assessing students[and also having proof if you as a teacher are questioned].
At first when I started looking through Rubistar I thought it only allowed you to create rubrics. Then, in class[Dr. Luongo's Teaching Language Arts] she showed us that you can also find already made rubrics! I love this website! And I think every teacher who hasn't been introduced to it is at a complete disadvantage![And I also feel bad for them because they still are going through the trouble of creating the perfect rubric!] Thanks Dr. Luongo for introducing us to this website!
Tuesday, February 24, 2009
Thursday, February 19, 2009
Rubris
"Write a rubric?! What's suppose to be in a rubric?!" Those were my first thought the first time I was told to include a rubric with my lesson. I had no idea where to begin and I absolutely hated the idea of rubrics. Now, after reading and watching videos on rubrics, I know the purpose for them! Before I thought they were pointless and a waste of time. Boy, has my mind changed.
A rubric is a great way to let a student know what is expected of them. If a student knows what a teacher is looking for in their work, the work given now becomes more effective. Another plus to rubrics is the fairness(in a sense). A teacher cannot grade on whether she likes or dislikes a student when following a rubric -- it is solely based on the rubric and what is included in the students work. A rubric clearly states what is expected and how to obtain a specific grade.
After Chapter 10(and seeing the Rubistar website), I have a new take on rubrics. I will now enjoy creating rubrics more and plan on using them in my classroom! I feel rubrics are a fair evaluation of a students work because there is no reason to receive a bad grade!
A rubric is a great way to let a student know what is expected of them. If a student knows what a teacher is looking for in their work, the work given now becomes more effective. Another plus to rubrics is the fairness(in a sense). A teacher cannot grade on whether she likes or dislikes a student when following a rubric -- it is solely based on the rubric and what is included in the students work. A rubric clearly states what is expected and how to obtain a specific grade.
After Chapter 10(and seeing the Rubistar website), I have a new take on rubrics. I will now enjoy creating rubrics more and plan on using them in my classroom! I feel rubrics are a fair evaluation of a students work because there is no reason to receive a bad grade!
Tuesday, February 10, 2009
Learning Targets
Learning targets are meant to clearly say what a student is going to learn. Learning targets will be used in all subjects; Math, Reading, Science, Language Arts, Social Studies, etc. I think setting learning targets is important because it allows teachers to focus on developing skills for each child at the correct level. Learning targets are also good in the sense of assessment. By having them, teachers can assess students frequently and help the child before the students grade is effected dramatically.
I like the idea of learning targets because it allows school districts to set targets for each grade level. Learning targets are usually based on standards established by the state. The ultimate question would be: Where are we going?
Another topic discussed in Chapter 3 was taxonimies. There are three categories of the taxonimies of thinking skills: cognitive, affective, and psychomotor. Taxonomy is used to categorize learning targets. To me, I like Bloom's taxonomy. Maybe because all the education classes I have taken have drilled it into me so I understand it more fully. In the chapter it discussed how Bloom's has been revised to not be six categories but only 3. I personally don't like the thought of that. However, I do believe that learning targets help teachers and students focus on specific goals and make it a better way to know what you are trying to assess.
I like the idea of learning targets because it allows school districts to set targets for each grade level. Learning targets are usually based on standards established by the state. The ultimate question would be: Where are we going?
Another topic discussed in Chapter 3 was taxonimies. There are three categories of the taxonimies of thinking skills: cognitive, affective, and psychomotor. Taxonomy is used to categorize learning targets. To me, I like Bloom's taxonomy. Maybe because all the education classes I have taken have drilled it into me so I understand it more fully. In the chapter it discussed how Bloom's has been revised to not be six categories but only 3. I personally don't like the thought of that. However, I do believe that learning targets help teachers and students focus on specific goals and make it a better way to know what you are trying to assess.
Monday, February 9, 2009
Fairness in Assessment
In the previous chapter and blog, I realized assessment was not just tests and that it was unfair to assess students just this way. There are many ways to assess a student (projects, tests, papers, observations, rubrics, etc.). In my personal opinion, I believe fairness in assessment is having guidelines readily available to the students. Before reading this chapter, (and having Dr. Luongo discuss rubrics in her teaching reading class), I was not a big fan of them but my feelings have since changed. I now realize that rubrics lay everything out on the line. A student cannot claim they did not know how they were being graded if you give the rubric with guidelines to them. I think this is a great way to show fairness when dealing with assessment.
It is very easy for a teacher to grade a student based on a rubric and have documentation showing what was expected. However, I still have realized there is still room to change a grade based on personal feelings, sterotypes, etc. After I was thinking about it, I seached the web(simply went to google and typed fairness in assessment) and found this site- http://www.cs.nott.ac.uk/~smx/PGCHE/fairness.html
In that site it discusses fairness in assessment and how ideally assessment should not discriminate. In the last paragraph of the site it talks about how a native English speaking student will be punished for grammatical errors when writing but a non-native English speaker will not because we are interested in the material the essay is based rather than their ability to write good English. This is where I ask you, is this fair?
It is very easy for a teacher to grade a student based on a rubric and have documentation showing what was expected. However, I still have realized there is still room to change a grade based on personal feelings, sterotypes, etc. After I was thinking about it, I seached the web(simply went to google and typed fairness in assessment) and found this site- http://www.cs.nott.ac.uk/~smx/PGCHE/fairness.html
In that site it discusses fairness in assessment and how ideally assessment should not discriminate. In the last paragraph of the site it talks about how a native English speaking student will be punished for grammatical errors when writing but a non-native English speaker will not because we are interested in the material the essay is based rather than their ability to write good English. This is where I ask you, is this fair?
Subscribe to:
Posts (Atom)
