not account for rather than make exceptions for it — myself. I also noticed that the rubric is actually looking for two skills not one in each category. In – – both categories, it implicitly identifies being able to complete the task having the article in front of “without him/her,” meaning that the rubric is also attempting to measure recall, as well as comprehension. For the assignment, I only wanted to measure comprehension of main ideas and supporting details. While I am not inclined to use this rubric again, I do believe that using rubrics is useful in articulating expectations both to myself as a teacher – and to my students. I will use the experience to help me better determine which rubrics might be most effective for my classroom instruction. Rubric Used to Evaluate Assessment tool: Malchow CATEGORY 4 3 2 1 Identifies Student all the The student lists all The student lists all The student cannot important main points of the the main points, but but one of the main list important information article without uses the article for points, using the information with having the article in reference. article for reference. accuracy. front of him/her. S/he does not highlight any unimportant points. Identifies details Student recalls Student recalls Student is able to Student cannot several details for several details for locate most of the locate details with each main point each main point, details when looking accuracy without referring to but needs to refer to at the article. the article. the article, occasionally.
not account for — rather than make exceptions for it myself. I also noticed that the rubric is actually looking for two skills – not one – in each category. In both categories, it implicitly identifies being able to complete the task “without having the article in front of him/her,” meaning that the rubric is also attempting to measure recall, as well as comprehension. For the assignment, I only wanted to measure comprehension of main ideas and supporting details. While I am not inclined to use this rubric again, I do believe that using rubrics is useful in articulating expectations – both to myself as a teacher and to my students. I will use the experience to help me better determine which rubrics might be most effective for my classroom instruction. Rubric Used to Evaluate Assessment tool: Malchow CATEGORY 4 3 2 1 Identifies important information Student all the main points of the article without having the article in front of him/her. The student lists all the main points, but uses the article for reference. The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points. The student cannot list important information with accuracy. Identifies details Student recalls several details for each main point without referring to the article. Student recalls several details for each main point, but needs to refer to the article, occasionally. Student is able to locate most of the details when looking at the article. Student cannot locate details with accuracy
Chapter_15_Assessment_Basics.docx