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Lesson Plans

Assessment to everyone--loooong

[ Thread ][ Subject ][ Author ][ Date ]
Fri, 12 Nov 1999 11:12:35 EST

I got soooo many responses to my willingness to share elementary assessment
research....I am sending this to everyone who asked to info......
In my research, I found that many art teachers who are trying to find a "fair
way" to GRADE as very subjective area were using a rubric and or journal
method. We4 are NOT grading behavior and it is very difficult to grade
effort when we are not sitting next to all 400 or so students each day to
assess their effort. Sooo many teachers have come up with assessment journals
and rubrics which give the students an opportunity to communicate with the
teacher (as well as themselves) about their effort, behavior, processes and
products. By using these student forms, the teacher is able to incorporate
her impressions of the work with the student's. It seems like a lot of work
for the teacher and maybe some time away from the porject for the students
but it really is worthwhile when you use it. Students feel like they have a
say, parents are happy to find that you are LISTENING to their children, and
you can justify your grades with written material to administration, parents
and students. (hope this makes sense so far).
so---I research many different types of rubrics used for elementary and sec
and I came up with one that I use for my students, grades 2-5. Sometimes I
may use the assessment process orally at the end of a lesson and I always
give them a written journal sheet at the end of a product. A very important
factor is to make clear your objectives so that the students know what you
are looking for and can then decide if they have accomplished it. In the
journal they also are able to communicate difficulities so that you have a
better understanding of "where they are comming from". This is how the rubric
looks....0= did not work, 1=worked, 2=work, did what I was asked to do
(accomplished objectives), 3= worked, did what i was asked to do, did more
that I was sked to do, 4= all of the above + added my own creativity. I use
smile faces to denote the numbers as well, adding details to each level. I
post this in the class and write my objectiveson the board for each
assessment lesson. They I tell them to work and think so that at the end of
the class they can tell me or fill in the form quickly. you would be
surprised how many are very honest and I hear them saying....I'm working for
a 4 because last time I only had a 2!!!!! I bring the FINAL ASSESSMETN of
the PRODUCT journal paper home and comment on it.I include this paper in the
report card so that the parents can see how the students assess themselves
and how I communicate about their progress. This is a little time consuming
but it is really worth while as I see student effort going up becuase they
are responsible to themselves and I also find the journal a learning tool for
me. I can reflect on lessons tausght and the understanding fo them.
In my research, I sent home questionaires to the parents and ALL came back
with very positive comments. I had NO parent call about the grades nor did I
have other teachers questioning me. But I did have theachers questioning how
I did the rubrics and wanting a copy!!!!!!!!!!!!
I hope this helps...becuase many of you helped me when I was doing my
research....I do love this site....I did this quickly because today is N.J.
teachers convention and I really want to go shopping.......good
luck....e-mail me is you want anything further. robin h.(sunflowers brighten
any day)

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