 |
Home
| How It Works
| Stats
Login | Register |
|
Case: The criteria for assessment In Ms. Williams classroom, pupils often demonstrate lack of understanding of criteria and quality. They also lack confidence about their own judgments and need validation from Ms. Williams. One student says the following: - Sometimes I think that I've done really bad but then I get a good mark- and sometimes it's the other way round. Another student says that: - Sometimes I write down the grade I think I'm going to get. I'm not usually right- I put down Bs or Cs and the teacher gives me As or Bs. What should Ms. Williams do to develop the pupils understanding of the criteria for their assessments? Solution: (Rates are posted for this solution!) Ms. Williams should create analytic rubrics with strict criteria and levels of performance within the criteria so that students understand and are aware of expectations when completing assessments. Students will be able to compare their work to the rubric and get a clear understanding of what they can expect for a grade depending upon the performance levels. If a student feels they would score low on a certain criteria, it will be clear why they feel this way. Then, they can make the necessary adjustments to their work in order to score higher on that particular criteria. The use of analytic rubrics simplifies to the process for students so that expectations are clearly defined before the work begins. Ms. Williams should also give feedback when grading using the rubric so that students understand why they scored poorly on certain criteria. |
||
Rating
|
||||||||||||||||||