Due to spring break, questions due at 12noon on Monday, March 23.
To post your questions, click on the link (above) for this reading. You will see a "Post a Comment" box at the bottom of the page where you can add your questions.
Please post 2 deep questions on this chapter after completing your reading. Remember, a deep question goes beyond the assigned reading. Deep questions might involve:
*Prediction
*Interpretation
*Synthesis
*Inference
*Evaluation
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Chapter 6
ReplyDelete1. Creativity is difficult to score, defend and teach. Would grading creativity ever be appropriate? And if so, at what age would it be appropriate and what would be the best approach?
2. In this chapter it states that it is important to avoid teaching students too many skills at the same time. How does one know when their student’s are ready and confident to use the software, understand the development process, and possess basic screen design knowledge? Also, how do teacher’s become adequately trained themselves to teach this information correctly, accurately and authentically? Would it be appropriate to have a technology teacher at each school to help support teachers with presentation software? Would having this support help teachers capture the process and introduce a new topic effectively to their students?
Megan Hilton
I would always want to show my students the rubric for something beforehand so they know what to expect. Is there some cases where you wouldn't want to?
ReplyDeleteFor part of my webqwest I'm having the students draw pictures. In the chapter it mentions you can't be vague like, "good original art work is included". I understand how creativity would be hard to grade and then to justify why. Do you just not grade art work then? If no, how would you go about grading it?
ReplyDeleteChapter 6:
ReplyDelete1)Since most kindergarten age students can't read very well, and on into 1st and 2nd grade many students can't read many written things. Would it make any sense to use a written rubric for them? Or is any age appropriate to start using a rubric and talking to them about it even though they can't read it?
2)Maybe teachers could guide their students in the process of helping to set up the rubric to be used in their class. Wouldn't it make more of a lasting impression on students thought process if they helped the teacher come up with the different categories and expectations that were used on the rubric for the class?
Mallorie Green
1. Would having your students get into small groups and work on a rubric be more effective than having each student work on their own?
ReplyDelete2. Is it difficult grading rubrics or any other assignment if you have foreign students(who don't speak fluent English) in your classroom?
1. When constructing a rubric does having the class help make the rubric create more fairness for everyone if the students bring up things they think are important in a project?
ReplyDelete2. How do you make a standard for your class that is not too hard for some students but still challeges others?
1. I like the idea of having the children create their own rubric or grading system. I was wondering though what you would do if a student who could accomplish more created something in the rubric that others could complete.
ReplyDelete2. Using new software to introduce a new topic is a good idea because it helps children learn two things at once. When are we going to far though? When are we trying to teach the children too much and how do we know?
1. The chapter talks about grading creativity as inappropriate. I think creativity is an important part of children's schoolwork, if they weren't challenged to be creative, they would lose that nack for it. Is there ever a time when grading creativity might be appropriate? Or is there a way properly word on the rubric with expectations for creativity that might conform to each child's level of creativity?
ReplyDelete2. The book states reconfiguring rubric to fit a Kindergarten's level of understanding. I don't really understand the point for giving Kindergarten students grading rubric. They are just learning the basics of reading and are they really ever going to do projects that would require this? If so, is the rubric geared more towards the parents?
1. To me it seems like a stretch to use a rubric to grade a Kindergartener's work. Why are rubric's even used with students this young? It almost seems like they are only so that the teacher can defend the reason they gave a certain student the grade they did. Is this the case for students this young?
ReplyDelete2. To me it seems important to encourage creativity in children, but it would be very hard to grade. Can you just grade students on having completed the project rather than grading based on their own creativity since some students are naturally more creative than others?
1. Page 146 says that your rubric should be based off of the students' sophistication, their software experience, and content you hold them responsible for. If you are doing this for the first time in your first year of teaching, how will you know sophistication level and software experience of your new students, especially for younger aged students?
ReplyDelete2. Many of my high school teachers used creativity as part of their rubrics for grading my presentations. If creativity is so hard to grade, why do teachers do it?
1. When creating an evaluation for a certain project is it appropriate to keep it to use in years to come, or is it necessary to change it depening on the class you have that year?
ReplyDelete2. How often should peer evaluations be used?
1. The younger students are, the less contents they learn. Then, is it always meaningful to make specific rubric for young students like of kindergarten to second grade?
ReplyDelete2. There can be cases that what a student submitted is too creative for the teacher to predict. As it is said that creativity is difficult to grade and to justify, we need more specific strategies to specify standards for creativity. How can we do?
1. Children in the early grades are many times at different levels of cognitive development. Is there a way to have different scoring rubrics for students in the same class? How would you accomplish this?
ReplyDelete2. Chapter 6 points out that “if every student in the class does several one-minute videos, your class will use considerable space on the school’s server or on your local classroom machines” (155). Is there a way for a teacher to make more space on the school’s or local classroom machines? Who decides how much space the school’s server or classroom machines contains? How does a teacher find out?
1) Should you always use the same rubric for every member in the class, or is it appropriate to modify the rubric depending on the level of the student you are evaluating?
ReplyDelete2)How do you possibly grade creativity? Not all students are on the same level so how do you decide what is fair to give a good grade to and what isn't, when the work may be the students best yet but not quite compare to another students?
This comment has been removed by the author.
ReplyDeleteWhat grade is appropriate to start using rubrics? Would it ever be appropriate to use it in younger grades like K-2 where they are just starting to learn how to read?
ReplyDelete2)You always hearing about meeting the needs of you students and adapting your lessons to their needs. With classrooms becoming more inclusive and diverse do you use the same rubric for everyone or is it appropriate to adapt it to the students learning level?
1. When creating a rubric, how can you make sure you are grading on things that are most important and relevant? Obviously you wouldn't want to grade something your students haven't yet learned in class. So how do you make sure to not do this?
ReplyDelete2. If you are having a group project with a rubric, do you just grade the group as a whole or do individual evaluations? Are there times when one or the other might be more appropriate?
1. This chapter discusses using rubrics. For kindergarten the book says to use "acceptable" type rubrics. Is kindergarten to young to give children rubrics? Will they understand what they mean?
ReplyDelete2. When students work on group presentations and are assigned different roles such as: editor, researchers,ect. should the teacher create a different rubric for each role because they all require different work and skills?
Ashlee Rooks edps_3140Spring
ReplyDelete1. A rubric is used to show students what type of work is required for a specific assignment. For kindergarten students, would the teacher withhold the rubric and just use it for a personal guide to monitor the students' individual progress?
2. In regards to grading creativity, wouldn't most rubrics just credit the child on the attempts that they made and not so much by the quality?
1. I remember since my first child not receiving rubrics for assignments to complete. rubrics are used by a few of the teachers why is that so? I understand rubrics will assess the students' performance in a more thorough way. hoe do I decide when a rubric is needed?
ReplyDelete2. Are rubrics used by teachers because is a better way to grade? or just because it is a impovement in the teaching-learning process?
How does one create a rubric for young children that cannot read very well just yet? What are some strategies to make rubrics something young students can understand?
ReplyDeleteCreativity is important in most school work, but very difficult to decide what is really great creative work and what is not. How would a teacher be able to fairly grade creativity? Do you have to take into account the individual students creative achievements?
Dari Amtuc is Yolanda R. And the correct word is "an improvement" Sorry! in a hurry...
ReplyDelete1. On page 147, Table 8.1, How can we specify "be covered?" I think this word is kind of obscure for evaluation. Is contents covered when they are presented on the screen? or should it meet with class objectives?
ReplyDelete2. When teacher begins adding challenges after evaluating students' process, this level up is for all group, or is it adjusted individually ?
QUESTION 1: Can rubrics be used in a way that supports authentic learning? If so, why?
ReplyDeleteQUESTION 2: Hoes does a teacher grade creativity objectively? What constitutes creativity? Is one form on creativity (writing) more creative than another form (drawing)? Explain your reasonong.
QUESTION 3: Analyze screens and storyboards. Critique how they are different/alike?
QUESTION 4: Is it really possible to fairly evaluate all the students in you class with different learning styles/needs using just one kind of rubric for each activity? What are some different ways to adjust rubrics to meet the learning styles of your students?
1. Isn't it sometimes needed to evaluate each student with different rubrics for a certain activity? How can we do it?
ReplyDelete2. Creativity is hard to be measured. How can we evaluate a student who thinks really creatively?