Published January 31, 2008
Assess , Assessment , assessment for learning , ELA , English , Rubric , Rubrics , Understanding
Tags: Assessment, Class, Education, Rubric, Student, Tool, Understanding
Tonight in class I passed out an essay rubric and asked my students to circle any word or term that they did not understand. I said, “Imagine I gave this to you after you wrote an essay. I’ve circled some words that show you your learning gaps. Would you understand these words?” About 1/4 of the class circled items on the rubric that they did not understand or they wanted more clarification on. (I had revised the rubric from one from Rubistar) I will rewrite the rubric so that they can understand all the items on the rubric. One student mentioned he would like examples of each. A good thought but I have to consider how long the rubric will be. At present it is two sided. After I use it once with them, I will ask for them any more clarification on the rubric.
How well do your students understand your rubric? How beneficially is it for them?
Published January 30, 2008
Country , Culture , FL , Flickr , Foreign Language , Image , Language , Modern Language , Photo , Picture , School , Spanish , Speaking , Writing
Tags: communication, Education, Escuela, Flickr, Hispanic, Latino, Photo, Picture, School, Spanish, Speak, write
Share these with your Spanish teachers so they can promote language use through talking and writing about hispanic schools through flickr images.
Ninos a la salida de la escuela Punta Cana. Republica Dominicana
la Escuela de Lenguaje en Las Palmas
Escuela de Flamenco, Cordoba, Espana
escuela de uros, Lake Titicaca ,Peru
Escuela Rural, Republica Dominicana
Estudiantes en la calle, San fermines, Espana
escuela lic. “francisco aranda” Avenida Cedeño. San Juan de los Morros. Estado Guárico. Venezuela.
Escuela D190 12/2004, La Florida, Santiago, Chile
Escuela D190 12/2004 La Florida, Santiago, Chile
Educación autónoma y popular! Muro de la Escuela Autónoma Rebelde Zapatista en la comunidad de San Juan de la Libertad. Chiapas, Mexico
Revista de Gimnasia Escuela N.o 3, Ovallito, Chile
Published January 28, 2008
Accountability , Achievement , Assess , Assessment , assessment for learning , Formative , Formative assessment , learning , Time , write , Writing
Tags: Education, English, Feedback, Formative, Formative assessment, Proficient, Rubric, School, Time, Writing
I have been trying to apply a formative assessment approach in my writing class. Based on the learning gaps that my students demonstrated on their diagnostic writing, I developed a checklist for proficient writing. We went over the list in class. Then I used that checklist to assess their next writing. Sixteen hours later I am still going over their papers with about five papers to go. I’m assessing about 64 papers. Most teachers do not have 16 hours+ to develop to assessing two sets of papers. I am not happy over all of the time I’m spending and I wonder how much students will actually improve based on the feedback.
My guess is that the students will be shocked at their 2 out of 4 (4= above proficiency) rating. Probably I gave them too much detailed feedback to be effectively; research shows that 2-3 salient points are best. If I use a more general writing rubric then the rubric will only serve a summative purpose and not a formative one since the rubric will not offer help to the reader on how to improve specifically.
Teachers are caught in a delicate balance between wanting to give formative assessment and yet not wanting to spend hours and hours on an assessment. I’m searching for a middle road where the students get formative assessment on their writing that helps them to improve and where I do not spend my life in giving them formative feedback.
I was talking with someone who is aware of the technologies in many schools in the area. When I mentioned a technology, he usually would say “Well, a few districts have it.” After we went through numerous technologies that I thought were common place, I came to realization that only a few schools are technology rich in having a variety of technology. Yet our educational technology gurus are talking about Web 2.0 (or is it Web 3.0 by now?) technologies. They are promoting all manner of futuristic technology,when most schools do not even have Web 1.0 technologies. I love to dream but I also have to deal with reality. Let’s help schools use what technology they have to improve student learning. It is not what schools have but how they use it. A word process is still a powerful learning tool!
Published January 26, 2008
Assess , Assessment , assessment for learning , Lecture , Understanding
Tags: Assessment, Check for Understanding, Demonstrate, Education, Formative assessment, Lecture, School, Teach, Teacher
We feel so good as we lecture. We know that we have prepared well. We know that we have good examples and visuals. We have interesting stories. We feel that the students are basking in our teaching. However, we do not know if the students are learning the goal. They may be able to parrot back to us the major points but can they paraphrase these points in their own words? Can they identify examples of it? Can they apply the learning in a mini-example? We can stop every 5-10 minutes and make sure that they can demonstrate their learning through the use of various technology. Each time we will raise the bar of what we want them to learn in terms of the higher level thinking skills for the learning. Each time we will have them demonstrate that can reach that new level. Then we can really feel good about their learning!
Published January 25, 2008
Assess , Assessment , assessment for learning , Checklist , ELA , English , Formative , Formative assessment , write , Writing
Tags: Assessment, Checklist, Education, English, Rubric, School, Self-assess, Self-assessment, Writing
I created a writing checklist (For narrative writing – start with a startling statement. Use time transition words to move your story along) for my students’ writing. We went over it. We used it to evaluate a piece of writing. Then I asked the students to self-evaluate themselves using the checklist before they handed in their own writing. Every student self-assessed that they had done all of the items on the checklist when they had not. They could not discriminate between the reality and their perception.
A key question is how can I help them to better understand the checklist so that it becomes an effective tool to help them. They cannot better their own writing unless they can analyze it critically. I will probably ask them to paraphrase each of the items on the checklist, pair-share, and then we will evaluate more writing against it.
Does anyone else have any suggestions on increasing their ability to use a checklist, rubric, or rating scale?
Published January 24, 2008
Camera , Document camera , Smartboard , technology , Video conference , Videoconference , word process , wordprocess
Tags: Class, easy, Education, powerful, simple, Teacher, technology, technology integration
I believe that when a technology is simple to use, then teachers will use it. Witness the Smartboard and the Document camera. Simple technologies can be powerful technologies. They do not require thousands of hours of professional development. They do not require long learning curves. Teachers “get it” and can use them. They can involve their students in that technology with minimal prep. I think that often we over look simple technologies like word processing, digital camera, document cameras, and smartboards. Let’s promote technologies that teachers can and will use instead of complex technologies that often require someone else to set things up like videoconferencing. Let’s focus on what teachers have in their classrooms!