In the past I have assessed student learning by using the test and student pages in the text books. I am moving away from just using this in my assessment, but old habits are hard to break. I have in the past few years to use rubrics and find them useful, but difficult to come up with a the descriptors are in student friendly terms. I am trying to move to creating the rubrics with the student, however time continues to be a factor in doing this. Then I tend to rely on the old standby. The guidelines from Airasian, 1991 has been very helpful in giving me focus on the assessments I create.
Perform the task yourself. (Again time)
Make sure the traits meet the targeted goals. (I have to know what I am teaching, a plan is a good idea.
Limit the number of traits. (in the past I have tended to have too many thing to focus on, by limiting the number of traits this will help with some of the time factor)
Ask for input. (this is a big one for me, as I tend to work alone because I don't want to look dumb)
Student friendly language descriptors (I think this is just as important for me. I have to KISS) :) Also on this thought I want to be able to observe the student during the time they are working on the product. I think this would help solve some of the time factor.
No ambiguous words. ( a given for me, wait let me look up ambiguous to make sure I know what it means. Lacking clearness ahhh, I like that.)
Consider the order of the traits. (I have not thought of this in the past, logic would suggest to put the most important first.)
I still struggle with all of this just because of the time issue. I can see the validity of teaching this way, but feel there has to be a balance of this and the old school teaching. The reason I say this is because during the AIMS the students do not get to collaborate and they need to be able to work alone. How do we find that balance?
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