Constructing a Rubric What does it mean to assess writing? Assessment is the gathering of information about student learning. It is a key instructional activity, and teachers engage in it every day in a variety of informal and formal ways. Assessment of student writing is a process.
Classroom Assessment Techniques CATs are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Examples of CATs include the following. The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic.
The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: The technique consists of asking students to jot down a quick response to one question: CAT is useful in courses requiring problem-solving.
After students figure out what type of problem they are dealing with, they often must decide what principle s to apply in order to solve the in class writing assessments. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.
Prepare a handout with a matrix of three columns and several rows. At the top of the first two columns, list two distinct concepts that have potentially confusing similarities e. In the third column, list the important characteristics of both concepts in no particular order.
Give your students the handout and have them use the matrix to identify which characteristics belong to each of the two concepts.
CATs can be used to improve the teaching and learning that occurs in a class. More frequent use of CATs can… Provide just-in-time feedback about the teaching-learning process Provide information about student learning with less work than traditional assignments tests, papers, etc. Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection Help students become better monitors of their own learning Help students feel less anonymous, even in large courses Provide concrete evidence that the instructor cares about learning How Should I Use CATs?
Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet student needs. A good strategy for using CATs is the following. Choose a CAT that provides this feedback, is consistent with your teaching style, and can be implemented easily in your class. Explain the purpose of the activity to students, and then conduct it.
Let your students know what you learned from the CAT and how you will use this information. Patricia Cross Jossey-Bass, This book includes 50 CATs, indexed in a variety of useful ways. The book is available at the Center for Teaching library.
A number of web sites also feature information on and examples of CATs, including the following.Assessment of student writing and performance in the class should occur at many different stages throughout the course and could come in many different forms.
At various points in the assessment process, teachers usually take on different roles such as motivator, collaborator, critic, evaluator, etc., (see Brooke Horvath for more on these roles. Other forms of writing assessment use checklists or rating scales.
A teacher isn't the only one who can assess a writing sample. Students can assess their own writing by working in pairs or small groups. Contexts. Writing assessment began as a classroom practice during the first two decades of the 20th century, though high-stakes and standardized tests also emerged during this time.
During the s, College Board shifted from using direct writing assessment to indirect assessment because these tests were more cost-effective and were believed to be more reliable.
Writing Assessments Assessing students’ progress as writers of information, opinion/argument and narrative on-demand texts. This October, Heinemann will release Writing Pathways, a book and collection of resources by Lucy Calkins with TCRWP colleagues (especially Audra Kirshbaum Robb and Kelly Boland Hohne).
More specifically, formative assessments: Writing Checklist to Assess Pre-Course Writing Skills Reading Reflection Exercise to Prepare for Class Discussion Journals to Monitor Student Thinking in Statistics Grading Rubric for a Group Project in Information Systems. writing assessments. Only one class I had taken focused on writing, and maybe two lessons touched on writing assessments.
Even those lessons focused more on a child’s writing development. We did not learn how to use rubrics to assess writing. WRITING RUBRICS AS FORMATIVE ASSESSMENTS IN AN ELEMENTARY CLASSROOM.