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Material:
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Authentic Assessment Toolbox
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| 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
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| Time Required |
2 hours |
| Topics: |
Writing; rubrics, language arts, assessment |
| Course: |
Teaching of English |
| Audience: |
College Upper Division
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| Categories: |
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| 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 circlewhat 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 Assessmentideas and meaningwith 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.
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