Monday, November 18, 2013

Let Us Grade Homer

Purpose of this Task in Class: To become more familiar with the school-wide rubric (assessment tool) which will be used for you to assess and evaluate yourself, your peers, and that the teacher will utilize to assess and evaluate you. 

Administrative Instructions

  • Provide every student with their own hard copy of the rubric (BMHS Problem Solving / Critical Thinking / Innovation).
  • Have students write their own name and class period on the top of the rubric.
  • Rank the criteria in sequence from (Step 1) Define the Problem through (Step 6) Develop A Plan of Action to familiarize them with the process. 
  • Write the name of "Homer Hickam" on the upper right corner of rubric sheet. (He is the "student" they the "teacher" will conduct a summative assess on from the movie the October Sky. Homer Hickam was one of the West Virginia Rocket Boys who through his passion for space, creativity, and innovative spirit launched amateur rockets in high school. 
  • Have each student split each criteria assessment box in half by drawing a line. See below picture. 
  • Conduct a quick review of the rubric criteria (6 criteria) and assessment ratings (basic, goal, developing, exemplary)

CLASSROOM TASK:  The discussion associated with the assessment ratings is more important than the assessment ratings themselves. 

Step 1: (Your Summative Assessment of Homer Hickam) Review rubric content and scoring criteria by yourself. In the teacher evaluation column grade Homer in each of the six rubric criteria and assign one of the following assessment ratings (B,G, D, or E). (Individual Summative Assessment)

Assessment Ratings: Basic, Goal, Developing, Exemplary (refer to rubric for definitions of each rating for each category)

Step 2:  (Group Collaborative Feedback on Hickam Summative Assessments) Form into 4 person small groups and discuss your grades with the group. Annotate the group grade on the rubric sheet. Taking the BMHS Problem Solving / Critical Thinking / Innovation school wide rubric, in small groups you will grade Homer Hickam's performance in his big idea project.

Steps 1 and 2

Step 3: (Formative Self Assessment on Your Big Idea Project) Remain in your small group seating arrangements. Now that you are somewhat familiar with using this rubric to assess someone else (Homer Hickam) as well as discussing how other in your small group used it to assess Homer Hickam, now you will conduct a formative self assessment of your performance thus far on your Big Idea Project using the rubric. Do not collaborate during this step. Your candid assessment of yourself is key. Your assessment DOES NOT EQUATE TO YOUR GRADE. 

Steps 3 and 4

Step 4: (Group Collaborative Feedback on your Formative Self Assessment) Once your self assessment is done, now you will collaborate and share your formative self assessment (Big Idea Project) per criteria with your small group. Collaborate and give each other constructive input on how each can improve.  

Step 5: (SNSI Teacher Formative Assessment of Student's Performance on their Big Idea Project). Teacher will use the rubric to assess each cadets present level of learning on their Big Idea Project at this time. Their assessment rating score will be entered in the bottom quadrant of the student score box for this evolution. 

Note: If you were absent see the teacher to make up this assignment.

The Rubric is a tool to evaluate and assess student learning and can be used to measure the effectiveness of student centered activities. It assists the teacher in how to navigate the depth and direction 

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