Revealing Assessment (and Rubric) Beliefs
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
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.
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.
2. demonstrate teacher-researcher model of inquiry to develop assessments which connect to standards and meaningful learning experiences.