idaho state standard 8
assessment of student learning
The first artifact contains grading rubrics that my partner Mr. Smith and I created for an assignment where we were given posters on bridge length with graphs and writing from a unknown middle school for Literacy in the Content Areas with Dr. Yates and Dr. Copple during the fall semester of my junior year at The College of Idaho. The second artifact is a grading rubric I created for my writing lesson I taught at Thomas Jefferson Chart School in Mrs. Espinoza’s Integrated Advanced Geometry on October 10th, 2011 and the students work for this lesson.
I choose these artifacts because they display my use of grading rubrics as a formal and informal evaluation technique to assess and review students work. Therefore, I placed these artifacts in standard 8 because they display how the teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.
In reflecting on these grading rubrics, I believe they are a useful tool for many reasons for a teacher. First, by giving out the rubric to the students before they start an assignment, the students understand exactly what I expect, how they will be grading, and what they need to do to get the grade they desire. Additionally, grading rubrics provide a way to more fairly grade students’ work. I have already learned that it is extremely hard to be consistent with grading, and at least the rubrics provides a way to increase this consistency. Grading rubrics can also be utilized as a formative and summative assessment depending on what my purpose is for the assessment; that is, am I using the rubric to receive student feedback during an assignment or am I using it to understand the level of retention and comprehension. Such rubrics can work as both types of assessments.
I choose these artifacts because they display my use of grading rubrics as a formal and informal evaluation technique to assess and review students work. Therefore, I placed these artifacts in standard 8 because they display how the teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.
In reflecting on these grading rubrics, I believe they are a useful tool for many reasons for a teacher. First, by giving out the rubric to the students before they start an assignment, the students understand exactly what I expect, how they will be grading, and what they need to do to get the grade they desire. Additionally, grading rubrics provide a way to more fairly grade students’ work. I have already learned that it is extremely hard to be consistent with grading, and at least the rubrics provides a way to increase this consistency. Grading rubrics can also be utilized as a formative and summative assessment depending on what my purpose is for the assessment; that is, am I using the rubric to receive student feedback during an assignment or am I using it to understand the level of retention and comprehension. Such rubrics can work as both types of assessments.