User:Vtaylor/Assessing the learning process
2021.6.9 rubrics . https://www.uwstout.edu/academics/online-distance-education/online-professional-development/educational-resources-rubrics/creating-and-using-rubrics-assessment
2021.10 empower learners to: . Engage in problem-solving . Collaborate with peers . Think critically and creatively . Communicate clearly and accurately . Develop open-mindedness . Make real-world applications . Reflect on learning . Analyze, reason, and evaluate.
Assessing the learning process - Assessment, like instruction, needs to be geared toward various learning styles, and teachers can create rubrics for ongoing assessment that keep a formal daily record of what students are learning.
- A comprehension question might be "What is this question asking me?" I’m looking for an explanation that connects altitude or depth to the number line: sea level is zero, above sea level is positive, below sea level is negative, and by rising or sinking you’re adding or subtracting integers.
- A kinesthetic question might ask the student to model the question on a physical number line — stand up and show me what it looks like.
- A visual question might ask the student to draw a picture of what the problem looks like, showing the submarine and its depth below sea level.
- An analytical question would be "What have we established so far? How do you know that underwater is a negative number?"
Rubric for assessing group work
These questions are from an activity on the Boston Marathon. The types of questions asked might vary with the activity and relate to multiple intelligences, orders of thinking, or both.
- Student’s Name
- Knowledge Question: What do you know from the data or information given?
- Goal Question: What do you want to know? Do you have enough information to determine the answer?
- Comprehension Question: How do you determine the answer or answers?
- Analysis Question: How did you predict each runner’s time for the mini-marathon? How accurate do you think these predictions are? What might be some factors that would alter the time in which a runner finishes a shorter race?
- Application Question: Compare the men’s and women’s times. What could be a reason for the differences?
- Evaluation Question: Is there another way to represent the information that would be more accurate? Why or why not?
Key notations on this rubric:
- + Answered question thoroughly and accurately. (Student gives correct answer and can explain how he/she arrived at the answer.)
- - Answered question with help from group. (Student gives correct answer but needs help from the group for an explanation or provides explanation but needs help from the group determining the correct answer.)
- 0 Unable to answer question accurately. (Student cannot give correct answer or explain how to arrive at an answer.)
