Reflection/Assignment Part 1
With all the rubrics that are available online, a teacher has very little excuse for not using one. The benefits are that the expectations are clear and concise of what is expected of the students. Rubrics can be used as form of a checklist for students to know exactly how they will be grade. It is to the benefit of the students and to the teacher if the rubric is given to students at the beginning of any project or assignment. Rubric clarity is one thing that can become a problem for students. If a teacher does not explicitly list ever expectation then students will not understand what needs to be done. I have personally seen many “vague” rubrics. As the student, they are very frustrating as I don’t know EXACTLY what I will be graded upon.
As a former teacher, I have used rubrics countless times. Teaching 6th graders can be frustrating at times and especially if the expectations are not clearly mapped out in written form somewhere. Teaching students to use the rubric as a checklist of what he/she will be graded on is very valuable to the teacher and eliminates the constant explaining of “now what are we supposed to do teacher?”
I love using rubrics to help students evaluate both themselves and others. I have found that when they know they are being held accountable to each other, they are more likely to make sure the task is done completely. I have also found that students are FAR harder on themselves than their peers or even me as the teacher. Self-assessments gives students an opportunity to reflect on their work and if there are any areas they can improve upon. For my project, I have chosen to use a checklist as the peer evaluation rubric. It will be easy for 8 year old’s to mark the boxes of the items the hear mentioned in the oral presentation.
For this week’s assignment (Part 1), I chose to focus my efforts on an assessment for the oral presentation as my learning target. I browsed through multiple different options online and on BIE.org. I created my own that will best serve the 3rd graders and Common Core Standards for which this project is aligned to. The following rubric shows my criteria for assessing a successful oral presentation, for an unsuccessful oral presentation, and for exceeding expectations on the oral presentation.
For this assignment, I have been asked to identify 3-5 ways in which students can assess themselves for mastery during the oral presentation portion of my project.
- Students will show mastery by using the checklist provided and making sure that all 13 questions are answered during the presentation by writing each question on a note-card along with the answer. Students will equally distribute the note-cards amongst their group members so everyone will have a turn to speak. This will satisfy 2 portions of the rubric: Section 1 presentation participation) and Section 4 (checklist Items addressed).
- One of the formative assessments is to practice the oral presentation. This will not only give every group member an opportunity to organize thoughts and ideas but to practice delivery. This will work to satisfy Section 2 of the rubric (presentation skills).
- The graphic organizer can also serve as a checklist for students as they write their note-cards. By making sure that all 13 items are covered, they will have all the information they need to achieve the highest score possible during the presentation of their Ultimate Animal