Rubrics and Assessment Methods
Introduction
According to Gagne, "assessments can show weather or not the newly designed instruction has met its objectives" (Gagne, 264). In other words, did the instruction allow for the completion of the objectives set forth by the teacher when he/she created a particular lesson. Assessments can be seen as a tool a teacher can use to reflect on their practice and help guarantee their lessons work in the given context. As you will see, there are many different ways to assess students' progress and we will certainly highlight a few of these methods in this lesson. One method in particular we will focus on are rubrics. According to Holzberg (2003), "rubrics improve learning because students who understand them before a project is due can take the evaluation criteria into account as they complete the work" (268).
In this unit you will read articles dealing with assessment methods and participate in a discussion where you will tie these methods into your own practice/sample lesson. Finally, you will finish up your sample lesson, submit it to the instructor, and complete a final reflection on the mini course you completed.
In the end, you should be able to tie together all of the pieces of the puzzle to create an effective lesson that utilizes mindful engagement in a Social Studies classroom. Being able to see how objectives and assessments interact, and how real talk about text can influence critical/meaningful thinking will greatly increase your ability to help students succeed.
Objectives
Students will be able to:
- Read articles based on different assessment methods and discuss appropriate uses for these assessments methods.
- Create rubrics for discussion activities and/or any other activities where appropriate.
- Finish a sample lesson and submit it to the instructor for evaluation.
- Write a final reflection detailing their final thoughts and any strengths or weaknesses the course had.
Reading/Video
1) YouTube Clip: Authentic Assessment at School of the Future
This is an interesting video on authentic assessments. Obviously, authentic assessment methods can help students make connections to real world events and situations. Think of how you could create assessments that mean more than just testing kids.
2) Creating Rubrics
Please read Part one (1) and two (2) found in this website. Think about how you can create a rubric for your discussion activity (and your other activities, as well).
Tasks
1) Read Articles and Watch YouTube clip
2) Participate in Online Discussion About Assessments and Rubrics:
In your Discussion, Answer the following questions:
- What is authentic assessment and how does it relate to the mindful engagement approach we have been working with?
- What are the advantages or limitations of rubrics as a form of assessment?
IMPORTANT:
- Make one initial post answering the questions
- Respond to at least two of your classmates initial post
- Comment to all students who post under your initial post.
3) Create a Rubric
Please create a rubric for your discussion activity/ any other activity that you will have in your sample lesson.
4) Finish Sample Lesson
Email your completed sample lesson to the instructor by the end of the week. Make sure it includes:
- A lesson plan detailing the materials, activities, objectives, procedures, ect.
- All rubrics and other assessments.
- A copy of all activities involved.
- Must include at least one discussion activity and one summative assessment to measure students growth.
5) Write a Final Reflection
This is your opportunity to write a final reflection for the mini-course. Focus on what you felt was interesting, frustrating, or helpful. Don't be afraid to detail any problems you had with the course!
Assessment
1) See Discussion Rubric at the bottom of Lesson #1
2) Finish Sample Lesson. See Sample Lesson Criterial here under "How You Will Be Graded".
Resources and References
1) "Creating Rubrics." - TeacherVision.com. N.p., n.d. Web. 05 May 2013.
2) EDUtopia. Authentic Assessment at School of the Future. 10 Jun, 2012. YouTube Video Clip. Accessed on 30 Apr, 2013.
3) Gagne, Robert. Principles of Instructional Design. 5th ed. Belmont: Thompson-Wadsworth, 2005. Print.