Chapter 6 Focus Questions

.docx

School

Kings College *

*We aren’t endorsed by this school

Course

215

Subject

Health Science

Date

May 8, 2024

Type

docx

Pages

2

Uploaded by veexx95 on coursehero.com

Chapter 6: Rubrics: All Roads Lead to the Standards 1. What are the major differences between checklists and rubrics? a. A rubric is what helps teachers to identify the different levels or quality in the performance and product of a students work. A checklist is used to support student learning and describes what a student needs to do in order to meet the standards. Checklists also help students keep track of their progress and whether they have met the standard or not. Rubrics are used to further explain the standards mentioned in the checklist and are used to give a grade to how well the student was able to meet it. 2. Why should rubrics always contain the language of the standards (LOTS)? a. Rubrics should always contain the language of the standards because descriptors need to match the task. A rubric should be using the language of standard in order to describe the different levels of quality that can be achieved. This also means that rubrics should be consistent. Students should be able to see exactly what needs to be done in order to meet or exceed the standards. It also helps to give specific feedback to all students in a consistent and equal manner. 3. How can rubrics help gifted students work independently to complete a task? a. Rubrics help gifted students work independently to complete a task because they are able to assess their own work immediately and don’t have to wait for the teachers input. Also, on most rubrics a score of 4 means that a student has done exceptional work. A gifted student will be able to see the criteria that needs to be met do achieve a score of 4 and work to accomplish that grade. A score of 4 can challenge these students to extend their knowledge and skills. 4. Why should teachers try to make rubrics more rigorous to challenge students to excel? a. Teachers should try to make rubrics more rigorous in order to help students think exceptionally. A more rigorous rubric helps students to think analytically, creatively, practically, and wisely. Teachers need to show students that they can exceed standard work and strive for constant improvement. A rigorous rubric will help students understand “how good is good enough” and what they need to do to be able to exceed the standards and be able to understand the concepts. 5. Why should teams work together to create common rubrics to target power standards? a. Teachers should work together to create common rubrics because it is important that they agree on the guidelines for the scoring system. Consistency in rubrics among helps to ensure validity and reliability throughout the grade level, content area, school, and district. It can be frustrating for students when teachers at the same grade level score differently because they might do the quality over work but receive a score of 3 in one class and a score of 4 in another. 6. What is an “analytical rubric”? A “holistic rubric”? a. An analytical rubric is a rubric that includes all the criteria for the standard, provides descriptors for each criterion, and scores each one separately. They provide specific
feedback that high light strengths and weaknesses for something like a performance task. For a formative assessment, they provide guidance quick and in real time, so students are able to improve their work. Students are able to fix their work in order to move up the scale by following the descriptors which tell them exactly what they need to do to achieve a certain level. A holistic rubric grades the assignment as a whole instead of in parts. So, instead of giving a grade for each criterion, the teacher will review the work as a whole and assign one score. A holistic rubric also does not provide feedback on any specific criterion. This means that students who may be seeking ways to improve get little direction from this type of rubric. Holistic rubrics are most often used for summative assessments when there is not time to improve, and students aren’t allowed another do-over before final grades are due.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help