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I chose Letter 2 - Student B 6th grade because ıt can be evaluated easily. With letters the explanations can be clearer.
The answers are polite, systematic and clear. He explained the individual answers of everyone together with the reasons. And I liked all the poems

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I like the letter 2, student B-6th grade. It' a very good letter. The student explains what is good and what it isn't to his friend. He gives short, intelligent and real answers, with the right arguments.

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I think the first letter was very good. He explained clearly what is going on and even gave examples and visualized his statement. It is easy to understand and shows that he understood very well what he explained

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The poem 3, student A 7th grade with the title Force and Energy is a great work: firstly because it gives a clear idea of the subject, the steps followed and the results gained.

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I like the letter 1 the most. It has a clear content and it's nice to read.

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I Liked letter 1 a lot, because it was so simple and clear. I understood everything and I liked the way it is written.

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writing to learn examples are the two very good. For me, it seasier to write a letter than a poem

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It is easier for me to evaluate a letter to see if their concepts are correct. A poem for me doesn't have to link the ideas in an organised way so we could miss misconceptions.
Evaluation of Letter 1:
(1) Good introduction which addressed Ahmeds inaccurate answer well and with a good analogy.
(2) Failed to say why he/she felt two answers were 'on the right track' - would need to add these.
(3) There is an error with Can's description; he/she started off by talking about more bulbs but finished the argument by saying with more batteries.

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I chose Letter 2 - Student B 6th grade because ıt can be evaluated easily. With letters the explanations can be much clearer.
The answers are polite, systematic and clear. He explained the individual answers of everyone together with the reasons.

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I liked the idea of the letter, I could imagine giving this as a task to any age student on any topic. I liked the first letter as the analogies they used were on point and would help other students understand the relationships between current, number of components and resistance.

I would assess this kind of activity based on their use of appropriate scientific terminology and how accurate they were in their explanations. I would also assess them based on how many of the student comments they addressed.

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I liked letter 1 and thought the inclusion of analogies was very good. I would evaluate it on scientific vocabulary, accurate statements and ease of understanding.

I think some of my students would find the idea of writing a poem a challenge and if they also had to include scientific explanations they would be very challenged. This is probably something which would improve over time and practice.

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I like the exercice of writting a letter, but I do not like the fact of having to answer all the statements. This fact does not help to organize the ideas an makes the text difficult to follow. I would ark to reply to just one of the statement. It would help the student to focus in just one idea and the texts could be better.

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I like poem 3, student A.
It's creative, easy to remember, it has come continuos and the next verse builds on the previous one

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Letter 1 was the first to catch my attention for its clear content and scientific approach

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I would choose the letter . I would assess items like: use of scientific language, synthesis of ideas, explanation of the scientific topics...

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I would choose poem 4 because it has concrete explanations. moreover, it mentions experiments.

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I chose the first letter. When I first looked into it I realized that it was very wll written. The ideas don't have any conection between them but either way it's easy to understand.
That's what I would firstly look into, the grammar, style and structure.

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In my opinion, letters are easier to write and evaluate as they are 'just' structured thoughts.
Peoms, however, require a deep understanding not only of the scientific subject but also of the dos and don'ts of poems themselves and thus, surely need more time and creativity.

Depending on what the aims of my lesson are (whether I want my students to really understand the subject or 'just' collect their thoughts) I would ask them to write a  poem or letter.

In both cases I would evaluate the structure, scientific language, correctness, task fulfillment.
Extra effort will surely be appreciated.

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I choose the letter 1.It"s based on real facts

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Making a poem on a given subject requires a very good understanding of the subject. Connections are made with adjacent domains.

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Can help where are the learning scenario templates by which we need to make a learning scenario?

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Ichose "The world of matter particles". Science, poetry, scientific vocabulary put together is a "singing" way, knowledge, emotional thinking.

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students present creative ideas in every subject and support their peers. Future with future students

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I chose the "Force and Energy" poem, but it's harder to evaluate.
First of all, I would like to evaluate creativity, originality, grammar, professional rightness, topicality of information, fulfillment of tasks, creativity, etc. On the contrary, I would not evaluate whether the format of the poem is respected ...

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I prefer letters to poems. I would evaluate:
1. instruction fulfilment
2. using of scientific language
3. correct argumentation
4. creativity
I appreciate each letter and poem. I like the best the first letter.

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In writing items like this I would evaluate:

Is it relevant to the topic; The proper use of scientific language; correctness of  argumentation or metaphores (whether it contains misconceptions);  Individual  ideas/creativity

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Gözlerim yasardı. Sonunda bizden birşeyler de geldi.

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I choose letter 3. I would evaluate items like the use of scientific language, the grammar, the content, the correct argumentation, the format, etc.

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I chose the letter 1: clear, creative and based on very well presented facts while using scientific language

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I appreciated Letter 1 very much.
The writer carefully followed the rules as for the topic, style, clarity, conciseness and graphical requirements. In fact the style is easy, the points are clear and well argumented (also with the use of simple graphs and explanations). Last but not least, he shows a very friendly and positive approach e.g., he doesn't say directly "you are wrong", but says "some ideas are correct.....others are wrong".
This student shows good learning and didactic skills.

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This student is really creatıve

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I would choose to evaluate a poem. I would evaluate whether the poem rhymes are not, the links they make between the concepts of the topic, their use of scientific language, their wittiness or humour within the poem. I think for me , it’s a faster form of feedback and I would be able to see quickly if they have an understanding of the topic or not.

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I selected the letter.
I would evaluate it regarding the following points:
1. spelling and grammar
2. use of scientific language
3. does the letter cover the topic
4. argumentation
5. own ideas/creativity

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After having read all of them , I believe that assessing a letter would be easier, as it is structured in a clearer way, so evaluation would be possible through potentially checking for correct spelling and grammar, but, more important, checking for correctness. However, the poems were very lovely, as some students really put som effort into it and it is quite hard to write a poem, which includs scientific terms, because these rather complicated words still have to rhyme and the whole poem should make sense in terms of science.

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For example, Poem 3.
I could evaluate a letter or a poem in a same way because valuated elements are important. They are use of scientific language, explanation of concepts in a clear way, correction of the statement and creativity.

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I would choose a letter as their ideas can be easily seen.

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I prefer the letter for the following features:
Clarity, simplicity, synthesis.
I think it's easier to evaluate

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I have read all the available documents and believe that the lists give more elements for evaluation, especially regarding the acquisition of scientific knowledge. However, I really like the form of the poem because the student can additionally demonstrate writing creativity

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Use the following evaluation parameters to evaluate each of the pictures students make:
1) Design
2) Used techniques and presentation;
3) Ability to apply the technique used
4) use time
5) Order order.
I prepared the grid with these parameters.

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I have read all the documents available and I believe that the letters give more elements to evaluate, especially with regard to the acquisition of scientific expertise. Through them it is possible, not only to evaluate the correct use of scientific language, but also if the phases of a scientific exploration have been well understood, if the student has the ability to deduce theories through observations.

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I think letters are better since they include details and it is close to daily language. This enables learners to develope their social language also.

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I have selected LETTER no !:exploring factors related with brightness of bulb Ayse and Denis are on right track whereas Ahmet and Can are wrong.As the length of filment increases ,the brightness lessen as distance of filment increases.Which will be having more brightness Person A having Thick filament and Person B having lenghty filament.
Answer to this Question is Person A.As above stated that length lessen brightness.

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I have chosen the second poem.
I would avaluate it taking in to account whether the students have point out the key concepts of the unit. In this case I could affirm that the student have made a great job because the poem describes the phases of the matter, the changes of the matter and the concept of density as well.

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I prefer poems, especially poem 2.

When evaluating I would consider:
- does the poem cover the topic,
- does it fit the aim of the work,
- is it factually OK,
- does it spread any misconceptions,
- does student use scientific language in a proper manner.

And of course I would give it also to the Polish lsnguage teacher to help me evaluate its' artistic value.

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I would choose all the poems. It the first time I see a poem about science. It´s clear that it really takes time to make a poem and you have to be really in topic to be able to do it. It supports student´s learning and knowing

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I would choose a third letter and thus get to know the topic and the discussion that was.
You need to be careful in setting up topics, comments and real facts. Exit true and correct answers.After learning and mastering lessons, it can sing or association or a puzzle or quiz of knowledge.
It all depends on the amount of knowledge about the subject and content.

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Evaluating Writing to Learn Examples
Please select one of the writing to learn examples (poems or letters) given in this section and explain how you could evalu

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I'd choose Letter 2. He explained the individual answers of everyone together with the reasons. And in Letter 3 I liked poetry too.

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I would choose the letter because it would be easier to identify scientific rigor, relation of ideas, clarity of the same, creativity in the form of expressing ideas within the stipulated rules.

I could evaluate each of these items by setting degrees of performance for each.

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I would choose: poem 4. and i will evaluate the poem according to the pre- during and post part of the  experiment that they did, and also the words he/she used in the poem.

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I would feel more confident evaluating a letter because I think it is both easier for the student to explain content and for me as the teacher to evaluate the correctness and clarity of their content. I like the idea of the poems as well but poetry tends to involve a more creative aspect and the content connections may be more subtle. I think it would be important to have a rubric that was available to students beforehand if the writing was going to be for a grade. It would deal with things like "Did the writer clearly articulate concepts?" "Did the writer use correct scientific vocabulary?" When first starting to use writing in the classroom I feel it would be important to use a draft-revise strategy. For the electricity letters, each one of them could be improved. I feel like having the students turn them in and then having the teacher write probing questions one them would help the students realize that they might need to be a little more explicit and clear in their scientific explanations.

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I would opt for the letter because it is clear and concise, suitable for the issues addressed.

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I prefer the poeme

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I would choose a letter as their ideas can be easily seen.

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Letter. It is simple to evaluate. Clarity of concepts, clarity of text, fact domain...

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a letter because it can be evaluated in a simpler way

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I would choose the letter. Because it can be the easiest method in terms of application and evaluation.

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I choose poem 3. I would prepare a rubric for assessment. Criteria would definitely include the content, attractiveness and length.

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I chose Letter 2 - Student B 6th grade because ıt can be evaluated easily. With letters the explanations can be much clearer.

The answers are polite, systematic and clear.

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I think is important to let students to choose their own way of expression. Creativity is the main key of this kind of activities.

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Easier to evaluate the letter. Rating:
1. Scientific explanation of the question.
2. Linking the question to everyday life.
3. Creativity.
Percentage of evaluation for each part is concerned, it should first be discussed with students.

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a letter because ıt can be evaluated easily

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I would choose letter 1 an I could evaluate the following aspects:

adequate use of scientific concepts;

ability to explain concepts;

ability to relate scientific concepts;

scientific correction of the statements made;

clearity in the presentation of ideas;

creativity in the way the letter is adressed.

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I choose the letter because my students know how to cope with it and it would be easier for them to work with it.

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I chose Poem 4. I would use a rubric to evaluate it following a presentation in any form to the class. I would hand the rubric back to the student after it has been graded so that they would not only see the mark but would see how they could improve.

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Together with the students we would make a guide of how to write a letter and what elements should appear in there, and then I would create a rubric according to this guide to evaluate the letter.

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I choose the letter because the explanations can be much clearer.

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I want to evaluate “Electricity unit” in the 5th grade, because I am with 5th grades in a Turkish curriculum this year. I evaluate this activity if it includes all outcomes of the unit. I can see it includes all outcomes except presentation of circuit elements. There could be a stanza about them, about what they look like etc. But I like writing a letter activity. It reminds me the old days that scientists write letters to each other to explain what they found. It is like following their steps in scientific inquiry.

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To evaluate each of the texts, produced by the students, would use the following evaluation parameters:
1) scientific rigor;
2) presentation of ideas in a clear way;
3) ability to relate concepts;
4) ability to explain concepts.
With these parameters I elaborated the grid that is attached.

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In any of the two cases I would create a rubric to assess the activity, with the items that I consider are relevant. For the letter, I would  look at the quality of the answers, the ability to provide clarifying examples, the way in which the questions are addressed, and the use of theoretical  knowledge to justify it.
In the case of the poems, I would look at the rhyme, the form of the verses (amount of phonetical syllables), the amount of concepts used, the relationship between concepts (whether scientifically correct or not) the originality and the adaptation to the audience.

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Alessandra Mancini Italy
I would like science storytelling by
a rap song, but the above-mentioned poems are very good examples of scientific writing for students.

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I think no one has thought that a poem could be written with technological elements. Very good idea. Ideal for high school students as a contest for Sant Jordi's Day.

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I chose a poem (Poem 4 - Student B, 6th grade) just because it's fun to see a science contest in poem form. This student is really creative, has really great conclusions and it's probably the really good information. On the other hand, it's really hard to evaluate conclusions in this form. You get the conclusion, but you don't know the parts of experiment or methods used...

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I am able to let students to choose their own way of expression. Creativity is the main key of this kind of activities.

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Great idea!!! I will use when students learn a new topic about future technologies

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My students are  8-10 years old and know how to write a letters. I choose  letter because a teacher can better check the level of understanding of their students and try to  correct what the students did not understand.

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I choose letters because they are easier to evaluate but it would be interesting to evaluate a poem.

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My students are  8-10 years old and know how to write a letters. I choose  letter because a teacher can better check the level of understanding of their students and try to  correct what the students did not understand.

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The letter would have been easier to estimate. I would also consider that the given opinions are correct and that the letter is easily understandable. When evaluating a letter, the reader to whom it is addressed should be taken into account, will he understand the advice given, and so on.
I find very appealing the use of songs, especially to remind them to make it easier to memorize the facts.

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I think I will choose the third letter to justify the accuracy of the affirmations my friends and the cousin have through examining classroom studies. Learning through research involves engagement, reasoning and a lot of logic.

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In my case, a letter would be easier to evaluate. I would take into account both that the opinions are correct, and that the writing is pleasant and easy to understand. When writing, the reader should be taken into account.
Although I do not feel capable of evaluating them, I find very attractive the use of poems.
REMARK: I'm afraid letters 2 and 3 are the same.

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I choose the letter because the explanations can be much clearer.

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I think is better the letter because the teacher can check better the level of understanding of their students and try to correct misconceptions.

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My students are 9-10 years old and know how to write a letter. I choose the letter because the explanations can be much clearer.

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I choose letters because in their text the children relate, transmit information, ideas, respond to uncertainties.

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I think it is better if the two work together.  They can collaborate and share their knowledge and skills to do the task. Instead of individual task, a pair task can be better.