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Search > Learning Exercise Results > Revealing Assessment (and Rubric) Beliefs

Learning Exercise: Revealing Assessment (and Rubric) Beliefs

Revealing Assessment (and Rubric) Beliefs
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.
Course: Teaching of English


Submitted by:
Nicholle Schuelke Berg
Date Last Modified:
April 03, 2006



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

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.


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.



  • College Upper Division


Writing; rubrics, language arts, assessment


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.

Type of Task

  • Core activity
  • Individual
  • Student-centered
  • Unsupervised

Technical Notes

Students need access to the Internet to explore the authentic assessment toolbox website.