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I chose the third poem
-form - 3
-word usage - 3
-poetic techniques 2
-language conventions 2
-effort 3
-illustration 2

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My evaluation for poem 3

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letter 1
uses analogy twice
That is a sucesfull use of a Level II reasoning operation.

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Poem #3
Form - 3
Word usage - 3
Poetic tehniques - 2
Lang. conventions  - 3
Effort - 3
Illustration - 2

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Poem #3

Form: 4, Creatively uses

an appropriate poetic form.Complete with more

than four stanzas

with four lines each.

Word Usage: 3, Student’s use of vocabulary is routine andworkable

Poetic Techniques: 2, Uses some poetic Techniques

such as figurative language to reinforce the

theme.

Language Conventions: 3, Has mainly grade level

appropriate spelling, grammar, and punctuation;

contains some errors that do not interfere with the

reader’s understanding.

Effort: 3, Student’s work

demonstrates an

understanding of the assignment.

Illustration: 2, Uses an

illustration that

may add to the poem’s meaning

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Poem 3 grade 7
Forms  3
Word usage  4
Poetic technique 2
Language conventions 3
Effort 3
Illustration 1

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Poem 3 Form 4 Word usage 3 Poetic techniques 2 Language convention 3 Effort 3 Illustration 1

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şiir 3 Form 4 kullanım 3 şiir teknikleri 2 çaba 3

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Poem 3:
Form: 4
Word Usage: 4
Poetic Techniques: 3
Language Conventions: 2
Effort: 4
Illustration: 3

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Poem 1
Form: 4
Word usage 3
Poetic techniques 2
Language convention 4
Effort 3
Illustration 2

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Poem 3
Form 4
Word usage 3
Poetic techniques 2
Language convention 3
Effort 3
Illustration 1

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Poem #3
Form - 3
Word usage - 3
Poetic tehniques - 2
Lang. conventions  - 3
Effort - 3
Illustration - 2

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Poem #3

Form: 4

Word Usage: 3

Poetic Techniques: 2

Conventions: 3

Effort: 3

Illustration: 2

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

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Poem 4
Form   2

Word Usage    4

Poetic Techniques    3

Language Conventions  3   Effort   3

Illustration   1

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Poem 4
form 4
World usage 4
poetic techniques 3
Language convention 3
Effort 3
Illustration 1

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poem 3
form 4
word usage 3
poetic techniques  2
effort 3

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

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poem 3
form4
word 3
poetic techniques 2
languages convections 3
effort 3
illustration 3

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Poem no.2.
Form - 4
Word Usage - 3
Poetic Techniques - 1
Effort - 3
Illustration - 1

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3rd poem
-form - 3
-word usage - 2
-poetic techniques 3
-language conventions 2
-effort 2
-illustration 2

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Evaluation of letter 2:

Level I (=perceptions, such as observations, measurements, and comparisons): C

Level II (=conceptions, such as analogies, clarifications, claims, and cause–effect): B

Level III (=abstractions, such as inductions, deductions, experimental designs, and argument): A

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Letter3: I would put Level I: Student only describes observation from his classmates, and a poor description and comparison about measures and results.

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Evaluation of Poem 4, Students B, Grade 6
Form- 2
Word Usage -1
Poetic Techniques (elements) -3
Language Conventions (spelling, grammar, punctuation) -4
Effort -3
Illustration -3

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poem 1

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I decided to evaluate poem 3
*Form: 4
*Word Usage: 3
*Poetic Techniques: 2
*Language Conventions: 3
*Effort: 5
*Illustration: 1

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Evaluation of writing to learnactivities students
High school C
- Observation
-Analogy
- Deduction
- Argumentation

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I tried to evaluate poem4 though i am not sure that i have used the rubric right and sounds strange a science teacher to evaluate poetic techniques ... i would use writing to learn activities in class but not for evaluation

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I feel this exercise is not well defined. First, we do not know the grade scale. Second, we do not know the requirements for the particular units in Turkish curriculum. We are requested to grade just the form of communication, not the extent of the knowledge which should be posessed by the student.
Nevertheless, assuming a scale from 1 (worst) to 5 (best), I grade the letter 1 from the previous section as such:
Level I (perception) - not available directly, can only be inferred from explanation.
Level II (analogy, clarification, cause/effect): 5
Level III: seem to me as not applicable, there is no argument in social sense (no feedback), no experiment planning or generalisations etc.

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Suela.Albania
Poetic Techniques (elements) Uses few poetic Techniques such as figurative language. Uses some poetic Techniques such as figurative language to reinforce the theme. Uses poetic techniques such as figurative language to reinforce the theme. Effectively uses poetic techniques such as figurative language to reinforce the theme. Language Conventions Has mainly grade level assignment. Student’s work demonstrates a complete understanding of the assignment and goes beyond the requirements. Illustration Lacks an illustration. Uses an illustration that may add to the poem’s meaning. Uses an illustration to enhance the poem’s meaning. Effective and creative use of an illustration enhances the poem’s mean

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i think this inquire based teaching rise up my denying instincts. In my opinion evaluation is strictly connected with the goals of the learning procedure. Having that in mind i would never use rubrics for the poems in Appendix G.I could use poems but the evaluation would have to do with science goals through the poem. How can i evaluate someone on poetic techniquess?

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I chose the third poem
-form - 3
-word usage - 3
-poetic techniques 2
-language conventions 2
-effort 3
-illustration 2

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Poem 3:
*Form: 3
*Word Usage: 4
*Poetic Techniques: 3
*Language Conventions: 2
*Effort: 4
*Illustration: 3

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Poem 2 ----------------------------------------- Form - 4, Word usage - 3,  Poetic techniques - 2 ; Language convention - 3; Effort - 3; Illustration - 1

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I will evaluate poem 1
with the Poetry Rubric Writing and illustrating of the poem.
In total I will give the marck of: ACCOMPLISHED 3
The score according to the:
1. Form:
Appropriate poetic form. Complete with more than four stanzas with four lines each.
2. Word Usage:
Student’s use of vocabulary is routine and workable
3.Poetic Techniques (elements)
Use some poem thecniques such as figurative language to reinforce .
4. Language conventions (spelling, grammar, punctuation)
Has mainly grade level appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the reader’s understanding.
5. Effort :
Student’s work demonstrates an understanding of the assignment.
5. Illustration:
Lacks an illustration.

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I evaluate the first poem

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my poem rubric.

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Evaluating letter 1 , student A grade 6.
Good observations made.
There is no evidence of  direct measurements.
Cause - effect relation ship .
Content is clearly expressed.
Good use of analogies to simplify the content.
However there is NO investigation design included and very little scope of generating thought provoking arguements.

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poem 1 rubric.

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I will evaluate the letter 1.
1. Perceptions which include  observations, measurements, and comparisons have been used by the student as he has stated many examples to show comparisons.
2. operations based on conceptions, such as analogies, clarifications, claims, and cause– effect has also been mentioned but not in detail. There are no claims made.
3.  multi-domain operations based on abstractions, such as inductions, deductions, experimental designs, and argument are lacking in evidence as no experimental design has been introduced.

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nabeul , Tunisia
According to my previous work I will evaluate the letter 1  , by using the appendix D, specific for letters . Letter 1  has reached many criteria and goals which are  observation, comparison, analogy, claim, cause/effect, and argumentation. However in this letter other goals were not touched such as measurement, clarifications deduction and investigation which could be introduced for reliable evaluation.

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EVALUATION OF WRITING TO LEARN ACTIVITIES
Letter 3_Student C_6th grade
Appendix D:

Observation

Analogy

Clarifications

Induction

Deduction

Argumentation

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Poem 2

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Letter 1 - Student uses rubrics of appendix D which are : Clarification, generalization, comparison, deduction and argumentation.

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Letter 2. According to apendix D Observation, mesurement, compare, clarifications, claim, cause/effect and Introduction are used.

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Assessment of Letter 3 is according to appendix D, student have used observation, analogy, argumentation, induction.

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Poetry Rubric. Poem:  THE WORLD OF MATTER PARTICLES

Score____14_____

Teacher Comments: It is more scientific than poetic. It mentions scientific contents but may be it is not the best poetry that the students could create.

·        Particles

·        Phases of solid, liquid and gas

·        Matter in four phases

·        Physical and external, Internal change in Chemistry

·        Density, Mass, Volume.

·        Examples

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My evaluation of the poem 1

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I chose to evaluate the poems 3 according to the descriptors of the enclosed rubric in Appendix G.  The student have totalized 19/24

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My evaluation
of the poem 3

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Poem 3 Evaluation

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MODULE 4 - Evaluation of Writing - Poem3.jpg

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I have chosen to evaluate Letter 1. The rubric for the letters needs to be developed further in my opinion to be able to score students work more reliably. Below is my attempt at scoring this student's work.

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I evaluate the first letter using Appendix D. I evaluate letter as:

•          Level I or one-domain operations because the student A use the compare goal comparing ength and thickness of two different filament

•          Level II or two-domain operations because there are the following goals: clarifications (“And why?Let's start....’”) and cause– effect (“....as the length of the that as the length of the filament increases, the brightness of a light bulb lessens because the distance increases”)

•          Level III or multi-domain operations because the author use induction/generalization (the cake’s example)

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Poem 1 - Student A 5th grade

Form 4
Word usage 4
Language conventions 3
Effort 4
Illustration 2
(score: 17/24)

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Poem 1 student 5th grade
FORM 4
WORD USAGE 4
LANGUAGE CONVENTIONS 3
EFFORT 4
illustration 2
score 17/24

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Poem 3
(If I had to evaluate a poem, I would ask to the Literature teacher about poetic techniques and form)
FORM 3
WORD USAGE 3
LANGUAGE CONVENTIONS 3
EFFORT 3
ILLUSTRATION 1

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1st letter
Strong points:
compare, analogy, clarifications, cause/effect, generalization

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Poem 4
Form: 4
Word Usage: 4
Poetic Techniques: 2
Language Conventions: 3
Effort: 3
Illustration: 1
21/24

I am not sure if students were particularly asked to illustrate their poems (therefore I had to give 1).

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Letter 2
There is not reference to common experiences.
About measurement and compared there are several references to physical quantities and more or less aspects are considered. Knowledge is used to identify causes and give explanations. It’s a deductive thinking.

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Poem 3

Form: 4

Word Usage: 4

Poetic Techniques: 2

Language Conventions: 4

Effort: 3

Illustration: 1

Score: 19/24

I think the rubric should be adapted to the task. It is not fair that the student gets only 1 point for the lack of illustration when no illustration was required.

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I chose as writing to learn activity the 1st letter. Here is my assessment : This letter is a good one, because we can see

Compare with reference to common/different characteristics,

Analogy (with the piece of cake)

Clarifications questions and Cause/effect. And finally there's a generalisation.

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Ana, Spain Poetry rubric                         Form: 4                    Word Usage: 3       Poetic Techniques (elements): 2   Language Conventions (spelling, grammar, punctuation): 3      Effort: 3           Illustration: 2

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Ana, Spain Poetry rubric                         Form: 4                    Word Usage: 3       Poetic Techniques (elements): 2   Language Conventions (spelling, grammar, punctuation): 3      Effort: 3           Illustration: 2

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Un letter 1 I find:
Observation
Comparation
Analogy
Clarification
Cause
Generalitation

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Poem 4
Form 4
Word usage 4
Poetic techniques Not sure there are poetic techniques
Language 4
Effort 4
Illustration 1

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I would evaluate the first letter as good because the students included the following cognitive categories: observation, comparison, analogy, claim, cause/effect, and argumentation. However, there are quite a few categories missing and the students should have been more specific.

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According to appendix d , the letter 1 could be evaluated as a good because it includes the following

Compare, Analogy, Cause/effect, Induction/generalization.

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Poetry rubric,  apendix G
FORM 3 WORD 3 LANGUAGE 3 EFFORT 3 ILLUSTATION NO VOTE

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Poem 1
(If I had to evaluate a poem, I would ask to the Literature teacher about poetic techniques and form)
FORM 3
WORD USAGE 3
LANGUAGE CONVENTIONS 3
EFFORT 3
ILLUSTRATION 1

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Без имени-1.jpg

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Poem 3
(If I had to evaluate a poem, I would ask to the Literature teacher about poetic techniques and form)
FORM 3
WORD USAGE 3
LANGUAGE CONVENTIONS 3
EFFORT 3
ILLUSTRATION 1

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In list 1 I found:
- analogy,
- clarification,
- claim,
- cause / effect,
- deduction,
- argumentation.
So, in my opinion it's level III

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Assessment of Letter 3 is according to appendix D, student have used observation, analogy, argumentation, induction.

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Poem2-Student A_6st grade.
Form - 3 -   Complete with four stanzas of four lines each.
Word Usage - 3 -  Student’s use of vocabulary is routine and workable.
Poetic Techniques -  2 - Uses some poetic Techniques such as figurative language to reinforce the theme.
Language - 2 -  May contain many errors in spelling, grammar, and/or punctuation that may interfere with the reader’s understanding.
Effort - 2 -  Student’s work demonstrates an understanding of the assignment.
Illustration - 1 -  Lacks an illustration.

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Assessing Force and Energy Poem 3 - Student A - 7th Grade

- Form - 4 - well organised and developed poem

- Word Usage - 3 - apt. grammar and vocab although rather basic

-Poetic Techniques - 1 - no rhyming words or figurative writing

-Language - 4 - quite good level

-  Effort - 3 - as student did not use poetic language just organisation of stanzas etc. although content was described

- Illustration - 1 - none used

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I would like to evaluate the writing to learn activity I had previously chosen, ie Letter 1 - student A 6th grade. According to Appendix D, rubric for Letters, I evaluate the letter like Level III or multi-domain operations because of the student has reach the follows goals: abstraction, induction/generalization ("As the number of the children increases, the amount of each slice gets smaller. But if the number of the children is fewer, then we have bigger slices.") , deduction and argument ("And why?, Let’s give an example" etc). I think that I could also evaluate  the letter with Appendix F, Table B1. Scoring Matrix for the Quality of the Holistic Argument, maybe beetween 6 and 8. Anyway I believe that evaluet something is quite hard to do and that's need more practice and more experience, thus I may have made more mistakes than I wanted.

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Rubric Assessment: Letter 1 - Student A 6th grade

Compare – Analogy –Clarifications - Causa/effect – Generalization - Argumentation

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Letter 3: According to appendix D, student have used:
OBSERVATION
COMPARE
ANALOGY
INDUCTION
ARGUMENTATION.
I think letter 3 is at LEVEL II

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Assessment of letter 1 Student A
According to Appendix D, I conclude that student used:
observation, analogy, clarifications, induction/generalization and argumentation.

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I evaluate Poem 3, Student A, 7th grade.

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Poem 2. Anyway, if I had to evaluate a poem written by a student, I would ask  literature teacher to check form and poetic techniques