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My  Rubric Rubystair

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Create Awesome Rubrics using Rubistar

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Rubistar:a free tool to help teachers create quality rubrics.

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Peer Assessment: Reflections from Students and Teachers

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Peer Assessment: Reflections from Students and Teachers

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Self and Peer Assessment (Dylan Wiliam)

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0:00 / 2:30•Watch full video

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Community Partners: Making Student Learning Relevant

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Community Partners: Making Student Learning Relevant

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20 Simple Assessment Strategies You Can Use Every Day
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They will undoubtedly reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include "I strongly agree," "I strongly disagree," "I agree somewhat," and "I'm not sure."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially - types of learning journals that help students think- teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned . If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don't know as well. This won't be as simple as it sounds-we're usually not aware of what we don't know.

They'll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that's okay-the goal isn't for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don't know.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first publish by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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Embedding Assessment Throughout the Project

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Embedding Assessment Throughout the Project: Keys to PBL Series Part 5

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TeachMeet International

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TEACHING CRITICAL THINKING SKILLS THROUGH PROJECT BASED LEARNING

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TEACHING CRITICAL THINKING SKILLS THROUGH PROJECT BASED LEARNING

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Our mission is to realize the power and promise of 21st century learning for every student-in early learning, in school, and beyond school-across the country and around the globe.

As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning.

Now Creating Even Greater Impact

And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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Webinar 22nd June, 18:30h: Developing Entrepreneurial Skills

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View the interactive image by Kornélia Lohyňová

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"Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler" (Benson, 1997)

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Thank you Christos from Cyprus for your evalution for my Learning Design!

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Thank you Christos from Cyprus for your evalution for my Learning Design!

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.........................................

"Well done Daniela"

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Happy to meet you here !! Carmen Cassarino 

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Happy to meet you here !! Carmen Cassarino 

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Ciao carissima Daniela, scusami se ti scrivo sul padlet ma non ho trovato nessun tuo altro contatto !  dopo aver letto questo mio messaggio cancellalo pure.Che piacere trovarti qui !  ti lascio la mia mail così se vuoi ci aggiorniamo: carmen.cassarino@gmail.com   un abbraccio  ;)

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We Decide (tool

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Mª del Mar Rioboó Sánchez-Arjona data 18-06-2016 (evaluation)

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Mª del Mar Rioboó Sánchez-Arjona data 18-06-2016 (evaluation)

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I usually do the same as you do,as a first step. Then, I try to think of a project in groups related to the topic. I use rubrics for them to know what It's expected from them. Many English books already include projects,or etwinning is excellent for that. The only problem is to find a partner you can rely on.

THANK YOU!

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I have doubts about the group formation (how? how many?) and adaptability of the classroom.

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I usually introduce a topic and my students work using the four skills (speaking, listening, reading and writing). Most of the time, my students and I just follow the activities proposed by the book/LIM

I would like to implement PBL approach in my  third classes ( students 12-13 years)

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Finding collaboration partner outside the classroom

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Effective collaboration for PBL inside the classroom.
I have not experience inside the classroom  for PBl collaboration.

My only experience of effective collaboration is in eTwinning projects  but the collaboration is online not in the classroom.

https://www.etwinning.net/it/pub/profile.cfm?f=2&l=it&n=119122

https://www.etwinning.net/it/pub/profile.cfm?f=2&l=it&n=119266

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One of the first things we learn as practitioners of project based learning is the idea of the team contract to help facilitate effective collaboration and prevent problems from arising between team members.

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Teachers must discover ways to manage the collaborative process.

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Components of Good PBL

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Five Keys to Rigorous Project-Based Learning

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During the three years there is a systematic decrease of motivation and attention for the learning of the French language For  my students  English is the most important  foreign language and a second foreign language  is useless . It is very difficult, for me,  especially the third class students, to find  strategies and methods very valid and useful for good results.

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I have never used this methodology teaching but I would like to experiment  PBL in my classes. First I would implement it possibly in collaboration with other colleagues.

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What's PBL (from wikispaces.com)

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My name is Daniela Scillia.

I teach French in a secondary school near Naples in Italy.

I am always looking for strategies and innovations in teaching to improve my work and get good results.Thank you Teacher Academy !