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Re: [teacherartexchange] if I was a mean coordinator... rubric

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From: Jeff Pridie (jeffpridie_at_TeacherArtExchange)
Date: Sat Aug 16 2008 - 20:17:56 PDT


Ellen,

Thank you for this jewel of information. The levels of creativity you mentioned and the book I am looking forward to further research on and reading. Great points in the information you provided.

Jeff (Minnesota)

> From: Sears, Ellen <ELLEN.SEARS@Anchorage.kyschools.us>
> Subject: [teacherartexchange] if I was a mean coordinator... rubric
> To: "TeacherArtExchange Discussion Group" <teacherartexchange@lists.pub.getty.edu>
> Date: Saturday, August 16, 2008, 7:33 PM
> "if I was a mean coordinator, I would make a rubric
> that evaluated my
> teacher's lessons and expectations."
>
> I don't think that would make you a mean coordinator.
> A rubric is for
> all parties - they help me put into words what I am
> assessing, and they
> help the kids understand my expectations. I am reading a
> book that has
> helped me verbalize what I do in my room. I have never
> highlighted or
> put post-it notes in a book - this one is filled with
> both....
>
> As for assessing creativity - I like to use the levels of
> creativity...
>
> Levels of creativity
> The first three levels of creativity can be attained by
> anyone who is
> motivated and who has persistence enough to see projects
> and ideas
> through. The last two levels may be unattainable to all but
> those who
> are highly gifted creatively, or those who are naturally
> creative
> geniuses.
> 1. Primitive and intuitive expression:
> 2. Academic and technical level:
> 3. Inventive level:
> 4. Innovative level:
> 5. Genius level:
>
> As for the book:
>
> "Fair isn't Always Equal"
> Rick Wormeli
>
> "Wormeli has four beliefs that drive his book. His
> first belief is that
> differentiation is an effective mechanism for student
> learning.
> Wormeli's definition of differentiation is compatible
> with Tomlinson's
> (2001) definition of work that is tiered up or down based
> on student
> abilities. Wormeli is an advocate for focusing instruction
> and
> assessment on standards. He does not advocate particular
> standards, but
> he suggests that whatever standards are used should be
> prioritized in
> terms of important concepts and skills. This means that
> "fluff"
> assignments should never be given (pp. 34-35).
>
> The author's second belief is that the goal of
> education is mastery of
> the skills and important concepts that have been
> established for
> students to learn. Because the question of what should be
> mastered is
> beyond the scope of the book, Wormeli focuses on the
> criteria for the
> evidence of mastery. This section is influenced by Wiggins
> & McTighe
> (2005). (Readers desiring more background on what
> constitutes evidence
> of mastery should consult chapter seven of their
> Understanding by
> Design.)
>
> The third belief driving the book is that assessment should
> be used as a
> tool to inform instructional decisions. Readers will come
> away with a
> clear understanding of the role of pre-assessments,
> formative
> assessments, and summative assessments in a differentiated
> classroom.
> Readers wanting broader coverage of the relationship of
> assessment to
> instruction should consult Popham (2003).
>
> Wormeli's fourth belief is that academic grades should
> be a direct
> reflection of mastery. This means that factors such as
> effort, behavior,
> and attendance should not be included in calculating grades
> (chapter
> eight). It also means that students should be allowed to
> redo work
> without penalty (chapter ten) and should not be graded on
> homework (pp.
> 116-120). For broader coverage on the topic of grading
> readers should
> consult Marzano (2000) or Guskey & Bailey (2001).
>
> Education Book Review
>
> Getting ready for our second week of school,
> Ellen
>
>
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