Assessing students´work using rubrics
Rubrics can be a very effective way to assess your students´ work.
Here is a definition of assesment:
Assessment is the process of documenting knowledge,
skills and attitudes, usually in measurable terms. The goal of assessment is to
make improvements, as opposed to simply being judged. Assessment is used:
-
To collect information
-
To analyse information and draw conclusions
-
To take decissions
Assessment
identifies
the level of performance, the quality of the teaching/learning process: formative.
Types
of assessment:
- Initial assessment: to
diagnose and become aware of the starting points and objectives.
- Assessment during the learning process: to
identify difficulties and understand causes.
- Formative assessment: to
identify what has been learnt and value the quality of the teaching process.
A process by which
assessment information is used by teachers
to adjust their teaching strategies and by students to adjust their learning strategies.
It relates to the process of learning rather than the outcome.
CLIL
lessons apply assessment for learning:
- Sharing
learning expectations, eliciting evidence, obtaining feedback.
- Performing
self-assessment and peer assessment.
Scaffolding
is a form of assessment: we need to assess what students can do
with support , before we assess what they can do without it (Vygotsky´s zone of
proximal development).
Instruments:
- Assessment
for learning: portfolios, diaries, self-assessment sheets…
- Assessment
of learning (quantifying): rubrics, tasks, exams, tests…
RUBRICS:
criteria
are established which allow teachers or students to determine the performance
quality of students´ tasks. They define what the teacher thinks is a good final
product.
7 Steps for Creating Rubrics by Katie Datko:
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