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Poem 4
Form:2
word usage:3
poetic techniques:3
Language conventions:3
Effort:4
illustration:1

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Poem 3:

Form: B
Word usage: A
Poetic techniques: C
Language conventions: B
Effort: B
Illustration: A

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Poem 1

Form   3

Word usage   4

Poetic techniques   4

Language    4

Effort    4

Illustration  n/a

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Letter 2
Form:  3
Word usage: 4
Poetic techniques: 3
Language conventions: 3
Effort: 4
Illustration: 2

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Poem 3 student A 7th grade
Form: 3
Word usage: 4
Poetic techniques: 3
language Conventions: 3
Effort: 3
Illustration: 1

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Letter 1
Form 3
Word usage 3
Poetic techniques 2
Language convections: 4
Illustration: 1

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Poem 2
Form 4
Word usage 3
Poetic techniques 3
Language conventions 4
Effort 2
Illustration 2

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Evaluate: The brightness of a light bulb, Letter 1
Level 1: Perception: Score 2/5
Level 2: Conceptions: 2/5
Level 3: Abstractions: 1/5

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Letter 1
Form:  3
Word usage: 4
Poetic techniques: 2
Language conventions: 4
Effort: 4
Illustration: 2

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Poem 1
Form-3
word usage -  4
poetic technique - 2
language conventions - 4
effort - 3
illustrations - N/A

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Letter 1
Form: 3
Word Usage: 3
Poetic Techniques: 2
Language convections: 2
Effort:2
Ilustration: 1

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Poem 3
Form 4
Word usage 4
Poetic techniques 2
Language conventions: 4
Effort 4
Illustration NA

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Poem 3, STudent A
Letter 3
Form:  4
Word usage: 3
Poetic techniques: 2
Language conventions: 3
Effort: 3
Illustration: 2

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Poem 1
Form. 3, word usage: 2, elements: 2, language: 4, effort: 3, illustration: 1

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I would like to evaluate değerlendirmek Electric Unit ”in 5th grade

Poetry Rubric Writing and illustrating a poem.

Form: 2
Word Usage: 3

Poetic Techniques:2

Language Conventions (spelling, grammar, punctuation): 3

Effort: 3

Illustration: 3

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Poem 4
Form:2
word usage:3
poetic techniques:3
Language conventions:3
Effort:4
illustration:1

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Letter 1
Form:  3
Word usage: 4
Poetic techniques: 2
Language conventions: 4
Effort: 4
Illustration: 2

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2-4-3-3-4-2-2

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I chose Poem 2:

Form: 4
Word usage: 3
Poetic techniques: 3
Language conventions: 4
Effort: 2
Illustration: 2

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Form:  4
Ward usage: 3
Poetic techniques: 3
Language conventions: 4
Effort: 4
Illustration: 2

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Poem 4th:

Form: 3

Word: 2

Technics: 2

Language: 4

Effort: 3

Illustration : irrelevant

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Letter 1:
Cognitive categories used in the analysis of this letter are: observation, compare, analogy, clarifications, claim and cause - effect.

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Poem 4:

Form: 3

Word: 3

Technics: 2

Language: 3

Effort: 4

Illustration: ---

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Poem 4th:

Form: 3

Word: 2

Technics: 2

Language: 4

Effort: 3

Illustration : irrelevant
total: 14/20

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Poem 4th:

Form: 3

Word: 2

Technics: 2

Language: 4

Effort: 3

Illustration : irrelevand

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I think letter 3 is level II because is based on clarifications and claims.

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I chose the letter 1. According to the tool that I learned in this section, in my opinion this letter is Level II because it based on conceptions, such as analogies, clarifications, claims, and cause– effect.

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Letter 1 (10 over 11 categories, 4 levels)
Obs. 2
Meas. 2
Comp. 3
Anal. 3
Clar. 4
Claim 4
Caus./Eff. 3
Ind./Gen. 3
Ded. 3
Inv. Des. not applicable
Argum. 2

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Letter 1 -

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I evaluated letter1

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Learning to promote learning by developing students 'critical thinking skills, writing activities increase students' scientific knowledge, so that at the end of writing, teachers can use written products as an alternative assessment and evaluation tool.

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I selected a poem, I have to admit that although I thought the student had put great effort into the task I did not feel fully confident when assessing it, as sometimes I felt I was being too hard and sometimes too onerous. I assume with practice on e can get to adjust the assessment and feel more confident on the criteria used to assess the task.

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Poem 4
Form- 3
Word Usage - 4
Poetic Techniques -3
Language Conventions -4
Effort -3
Illustration-1

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Poem 2 - Student A 6th grade

Form 4
Word usage 3
Poetic techniques 3
Language conventions 4
Effort 3
Illustration 1

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evalutation in appendix

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Lesson 1
It makes comparisons, descriptions, sometimes analogies and even generalizes

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letter 1:
Form: 4

2. Word usage: 3

3. Poetic Techniques: 2

4. Language : 3

5. Effort: 4

6. Illustration: 1

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form4 / 4, the use of words 3/4 elements poetyckie3 / 4, konwencje językowe3 / 4, wysiłek4 / 4, ilustracja3 / 4
poem1

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After a work in the laboratory, after an experiment I use the tables in which to structure and synthesize the observations or the results obtained, to a better result and a good learning.

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In the first letter we have observation, analogy, comparisons and generalizations.

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Letter 1

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Letter 1
Cause and Effect relationship between filament thickness and length.
It also involve Comparison.

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I am evaluating the second poem because is the one that I have chosen previously.
1. Form: 4

2. Word usage: 3

3. Poetic Techniques: 3

4. Language Conventions: 4

5. Effort: 3

6. Illustration: 1

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Poem 2 - Student A 6th grade

Form: 4/4

Word usage: 4/4

Poetic Techniques: 3/4

Language Conventions: 4/4

Effort: 4/4

Illustration: 1/4

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I would like to evaluate Letter 2- Student B 6th grade. It´s written in well-structured sentences, synoptical, the student gives clear arguments without any despect to anybody.

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Revised Blum taxonomy of the cognitive domain
Type of knowledge
Category of cognitive processes
remember to apply to analyze to evaluate to create
fact →→ → → → →
conceptually ↓
procedural ↓
metacognitively

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I chose Student B's 6th Grade Poem about Matter.

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After a work in the laboratory, after an experiment I use the tables in which to structure and synthesize the observations or the results obtained, to a better result and a good learning.

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I choose Poeme1
333210

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Letter 1
Observation made
Comparisons made
Analogy made
Cause/effect
Generalisation
Deduction

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Observation, comparison, analogy, cause-effect relationship, generalization and deduction can be found on letter number 1.

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Letter 1
In it we observe
cognitive categories: good observation, comparison with and analogy with others, existing relationship between cause and effect, generalization and deduction.

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Lesson 1
It makes comparisons, descriptions, sometimes analogies and even generalizes

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I chose poem 2.
The assessment from rubric is as followes:
3+1+1+3+4+1

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I chose Letter 2 - Student B 6th grade

cognitive categories: observation, compare, analogy, cause/effect, induction/generalization, deduction . (Operations at level I and level II)

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I would have chosen the first letter. I can see how the student can express what he understands. I would like to have complete information about the writing time and environment.

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To learn to promote student learning by improving their critical thinking skills, writing activities increase students' scientific knowledge, so at the end of writing to learn, teachers can use written products as an alternative assessment and evaluation tool.

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Letter 1

cognitive categories: observation, comparison, analogy, cause-effect relationship, generalization and deduction.

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I chose Poem 4 student B 6th grade.
Uses an
inappropriate
poetic form.
To few stanzas ' length is incorrect.
Student’s use of
vocabulary is
routine .
Uses poetic
techniques such as figurative language.
May contain
errors in
spelling,
grammar, and
punctuation
that interferes
with the
reader’s
understanding.
Student’s work
demonstrates
some
understanding of
the assignment.
Lacks an
illustration.

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Letter 1

cognitive categories: observation, comparison, analogy, cause-effect relationship, generalization and deduction.

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I evaluated letter number 1.
If I understood the rubric right I think this letter achieves Level I, II and Level III because the autor is able to make abstractions, such as inductions, deductions, and argument.

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In letter 1 the categories that appear are observation, comparison, analogy, cause-effect relationship, generalization and deduction.

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I would have chosen to evaluate Poem 4 in exact the same way as G Siper has done it ie use a rubric.
The following headings would be used....

1. Use of Keywords

2. Correct meanings/ definitions for keywords

3. Keywords used in correct context

4. Effort

5. Use of illustrations or Diagrams

I would assign numerical values for each level under each heading they obtained ie 1,2,3

I would give individual feedback plus a written comment to each student.

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I chose the second letter. Actually I can't correct it because I don't know whether the student wrote the letter based in her/his own experiments/observations/data or he/she wrote it because he read/listened it from the book/teacher. From my point of view, I would need that the student explained how she/he knows what it is written in the letter.

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In letter 1 the following cognitive categories appear: observation, comparison, analogy, cause-effect relationship, generalization and deduction.

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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.

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To do for the first time with students, select letter 1 and appendix c.
Then, depending on the development of similar new activities, he would decide whether to keep the same or change.
I add a link to a useful web resource for lesson planning:
https://www.ucl.ac.uk/learning-designer/index.php?backtrace=%2Flearning-designer%2Fbrowser.php%3Furi%3D%2Fpersonal%2Famedeiros

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To learn to promote student learning by improving their critical thinking skills, writing activities increase students' scientific knowledge, so at the end of writing to learn, teachers can use written products as an alternative assessment and evaluation tool. Therefore, we have considered POEM which can be evaluated according to different themes, such as the form, the use of words, the poetic elements, the linguistic conventions, the effort, the illustration.
By referring to the form, I will evaluate creatively using an appropriate poetic form and complete with more than four stanzas with four lines each. The use of words and linguistic conventions aims at using precision vocabulary, vivid and paints a clear and complete picture in the reader's mind respecting grade-level appropriate spelling, grammar, and
punctuation. It also uses style figures (connotative words) and suggestive illustrations that lead to a better understanding of the created text.

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I have selected the letter 1, using the appendix D to evaluate it.
Based on the number of domains involved in each cognitive operation, I think that his achievement is between Level II and Level III. As an example, he has used analogies, clarifications and some argument.
On the other hand, I think he has written it thinking of the reader.

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Cognitive categories from observation to deduction can be evaluated as are cited in letter's examples. This is an application of Bloom’s taxonomy for teachers.(https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/)

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Poem 4 - Student B, 6th grade: Uses an inappropriate poetic form. To few stanzas or stanza length is incorrect.; Student’s use of vocabulary is
routine and workable; Uses some poetic Techniques such as figurative language to reinforce the theme.; Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the reader’s understanding; Student’s work demonstrates some understanding of the assignment.; Lacks an illustration.

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I read POEM 1, and I can say that the form is creatively uses, build on 4 stanzas, the vocabulary is connected to the main topic, the poetic technique uses  figurative language to reinforce the theme. This poem  has grade-level appropriate spelling, grammar, and punctuation;  Student’s work demonstrates an understanding of the assignment, illustration are  effective and creative. I like it very much, it is a science-art poem.

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Letters can be evaluated with regard to cognitive activities such as observation, measurem-ent, comparison, analogy, explanation, statement, cause of consequences, induction of generaliza-tion, conclusion, research design and argumenta-tion.They can be grouped according to complexity levels. In the first and second levels of complexity, perception-based operations such as observations, measu-rements and comparisons, as well as clarification of claims and causes, Operations 3 and higher are complexity based on abstractions as induction, deduction, experimental designs and arguments. The top 10 cognitive categories contributes to individually constructed knowledge, while
argumentation contributes to socially constructed knowledge.

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In letter 2 shows the following cognitive categories: observation, comparison, analogy, causative-consequence, generalization and deduction. Operations at level I end level II are perception-based operations such as observations, measurements and comparisons of concepts, analogies, explanations, allegations, and causes -
repercussions.

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In letter 1 the following cognitive categories appear: observation, comparison, analogy, cause-effect relationship, generalization and deduction.