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Case: Writing Rubrics My district recently had a practice run of the writing portion of the new state testing (4th grade). To assess the students, we used the rubrics that the state will be using. The problem is that what the state is calling an analytical rubric seems to function much more closely to a holistic rubric. To receive a level 4, the student must have all components (strong introduction, conclusion, etc.). The dilemma comes when the student has a strong introduction with a weak conclusion. Apparently, you are unable to give in between scores, such as a 3.5. How do you address assigning a score to a student who has some strong components, while others are weak or non-existent? Solution: (Rates are posted for this solution!) When I was in internship my teacher next to my C.T., who became a C.T. to me as well, I watched her do this task with her students. She would have the students create a goal with their writing. They would create one and she would create one for them as well. Over the next few weeks when they wrote everyday, they would work towards their goals. This was, because they are aware that they are not able to get 3.5's on the writing exams. Making sure the students worked towards their goals each week helped them get those 4's and 5's on the writing exams. |
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