Back to learning exercises hit list
Search all MERLOT
Click here to go to your profile
Select to go to your workspace
Click here to go to your Dashboard Report
Click here to go to your Content Builder
Click here to log out
Search Terms
Enter username
Enter password
Please give at least one keyword of at least three characters for the search to work with. The more keywords you give, the better the search will work for you.
select OK to launch help window
cancel help

MERLOT II


    

Learning Exercise


Material: Authentic Assessment Toolbox
Submitted by: Nicholle Schuelke Berg on Apr 03, 2006
Date Last Modified: Apr 03, 2006
Title: Revealing Assessment (and Rubric) Beliefs
Description: This lesson is focused upon exposing key terminology connected to assessment and revealing the "hidden" values ascribed when evaluating student writing. College students preparing to be language arts teachers explicitly share beliefs about assessment vocabulary and explore those beliefs through the assessment of middle school students' writings. Following the assessments, student will reveal the facets which guide their internal rubrics and attempt to make such internal rubrics explicit. Comparisons are then made.
Type of Task: Core activity, Individual, Student-centered, Unsupervised
Time Required 2 hours
Topics: Writing; rubrics, language arts, assessment
Course: Teaching of English
Audience: College Upper Division
Categories:
Prerequisites Skills: General background knowledge in assessment practices in the language arts classroom.
Learning Objectives: 1. identify the purposes and methods of assessment in the language arts classroom.
2. demonstrate teacher-researcher model of inquiry to develop assessments which connect to standards and meaningful learning experiences.
Technical Notes: Students need access to the Internet to explore the authentic assessment toolbox website.
Text of Learning Exercise: Purpose:

The focus of this class session is to recognize means to develop lessons with
respects to standards and to create effective and meaningful assessments in the
classroom.


Anticipatory Set:

Assessment Vocabulary Jumble: Students will attempt to grapple with key
assessment terminology, haphazardly considering possible definitions.
(achievement, assessment, evaluation, grading, learning, measurement, response,
formal assessment, informal assessment, performance assessment, quanitative
measurement, qualitative measurement)

Upon completing tasks and finding possible “answers, ” students will write a
response to show a square, a triangle, and a circle—what “squares” with their
experiences, what “three” aspects are concerning, and what “circulating”
question now arises.

These aspects will guide their next activity.

Procedures:

Lecture/Discussion about the Authentic Assessment—ideas and meaning—with an
introduction to the website (found via MERLOT).

Introduce toolbox activity, sharing the purpose, the connection to language arts
education, the indiviudal/collaborative nature and the timeline for working.

1. Navigate the website, seeking to complete the toolbox worksheet by finding
information that might be a resource.
2. Report out keys facets found while searching the website.
3. Prepare to “assess” student writing (from the state of Mississippi
standardized test). A score from 0-4 should be assigned.
4. Post-assessment includes a discussion in order to “assemble” the various
types of rubrics used to formulate the score of 0-4. Various rubric templates
will be observed and evaluated.

Conclude class session with an assessment worksheet to evaluate the
effectiveness of the class session and of the student contributions.
Bookmark and Share