Rubrics

Dr. Luongo has struck again. She has once again opened my eyes to actually appreciate something I used to dread- rubrics! I can honestly say that when I had Teaching Science, I use to cringe when Dr. Redden mentioned that she expected a rubric with our assignments. What on earth are we supposed to write in a rubric!? I used to come up with the most PATHETIC rubrics for her class, somewhat embarrassing, I must say. If only I had been introduced to Rubistar..ah! After our conversation in class, I realized Dr. Luongo was right. It's a great tool. Students can clearly see what is expected of them, and how they have received their grades. In high school, I used to just accept the grade I got, without question (unless, of course it wasn't an A!). But I never knew what was expected. Another great point is that, from the teacher's point of view, if a student or their parent comes in to question your grading method, you can clearly show them what was expected. In plain English, you're covering your own butt. Unfortunately, I had an experience in college where a certain professor (no names mentioned) would give us a test where we were allowed to use our books to directly quote for answers. My friends and I would study ahead of time, comparing answers (since he would give us the questions ahead of time). We would all put almost word for word the exact same answer, and yet all of our grades varied. There were A's, A-'s, B's and even C's!!! How on earth did this professor get these grades? What was he expecting us to write? If only there was a rubric, we could argue our point. Oh well, too late now.

Anyway, I searched the Internet for some things on rubrics and I found this article by a woman named Joyce Kasman Valenza. She discusses almost exactly what we've spoken of in class. Feel free to read it. I thought it was interesting that she discussed how she wished we used rubrics back in history. Why DID it take us so long to come up with it!?

Enjoy :)

http://joycevalenza.com/rubrictext.html

Fairness in Assessment

I'm starting to stress about just how broad these post topics are! There are so many ways you can respond to discussing what's fair when it comes to assessing students. Clearly, after our first post, we all understand that assessing a student IS necessary, but that the valid ways of doing it are diverse (much to the old school teachers disbelief). Personally, I think a big factor in being fair while assessing students is having guidelines. Prior to Dr. Luongo's discussions (and really cool rubric websites -which I totally passed onto to all teachers I know!) I always thought rubrics were just a waste. I was more of a "just give me my grade and as long as it's an A, I really don't care." But as a future teacher, I realize now that, in plain English, we need to cover our butts! By creating these rubrics, students have a flat out description of what is expected. There really are no ifs, ands or buts. It comes down to - did the student do what the teacher expected? A rubric is a great way to show fairness when it comes to assessment.

On a totally different note, I started thinking about students on different levels of learning in the same classroom. As much as we teachers like to think that our classes will always be on the same level, reality is, it's not going to happen. There's going to be that one outstanding student and there's going to be that student who drags behind everyone else. So how on earth are we supposed to assess students who vary so greatly? I know we don't like to admit it, but we WILL categorize students. Favorites, bullies, slackers, overachievers- we'll have them all. I guess the only thing that will help fairly assess these students is to get to know them one at a time and getting a good grasp at their strong and weak points and working with them. The good thing about it is that a teacher is never alone. There's always someone else to help out! By working with students and getting them to that level, assessing a student fairly will become just a little bit easier.

What is assessment?

Let's be honest..assessment = test and tests = nervousness. I understand that there's a need to evaluate students and see just how much they're really learning, but regardless, when a student hears about being tested, most of the time - it turns to panic mode. I will admit that when it comes to getting assessed, I memorize what I need to know for the exam and that's it. Once that test is over, that so-called "knowledge" goes right out the window.

As future teachers - we need to break that mold. I don't want to give my students that same anxiety I had sitting in those desks. There's so many ways to assess if students are learning what's going on. I found this website that gave some idea : http://serc.carleton.edu/introgeo/assessment/strategies.html

There's got to be a way to make assessing children FUN..right?

A little about me..

So apparently I DID do this whole blog thing correctly, because I've gotten some lovely responses :) Although most of you know me, I'll give you a little info on what it's like to be Jaclyn! I'm a senior at SPC, double majoring in Elementary Education and American Studies. I hope to eventually teach anywhere between first and third grade. I'm not sure about how I'm going to go about Grad School, but it's in the plans. I grew up in North Arlington and still (unfortunately) live there. I love sports and HATE to shop (yes, you read that correctly, HATE). I work at Learning Community Charter School (no, you're not seeing double, Jen - with one N - and I work together) and I absolutely adore it. It's a great learning experience! I'm the Treasurer of both the Kappa Delta Pi Education Honor Society and Student Education Association. In other words, now that I know all of you are Ed-majors, I'll be bugging you to join our events! Well other than that, look for me around campus, usually with Ms. Guarini! Looking forward to getting to know all of you! :]

First Blog?

Did I do this right? :]