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ASSESSMENT OF LEARNING II
Dorothy Joy E. Torrenueva Prof. Roberto Ines
BSE-MATH IV-2 July 21, 2012
Exercise 1.1
A. CLASSIFY THE COGNITIVE OBJECTIVES BELOW IN TERMS OF BLOOM’S TAXONOMY.
1. To identify the parts of a flower.
Knowledge
2. To enumerate the characteristics of a good test.
Knowledge
3. To determine the function of a predicate in a sentence.
Comprehension
4. To summarize the salient features of a good essay.
Synthesis
5. To use the concept of ratio and proportion in finding the height of a building.
Application
6. To name the past Presidents of the Philippines.
Knowledge
7. To determine the sufficiency of information given to solve a problem.
Comprehension
8. To identify the resulting product of a chemical reaction.
Analysis
9. To select a course of action to be taken in the light of possible consequences.
Evaluation
10. To enumerate the parts of a cell.
Knowledge
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B. FOR EACH OF THE LESSONS BELOW, WRITE AT LEAST FIVE (5) LEARNING TARGETS FOLLOWING BLOOM’S TAXONOMY.
1. Construction of a compound English sentence
To define what is an English compound sentence
To construct examples of an English compound sentence
To differentiate compound English sentence to simple English sentence
To create their own paragraph consisting of an English compound sentences.
To identify conjunction use in construction an English compound sentences.
2. The three branches of the Philippine government
To determine the corresponding function of each branches of the Philippine government
To identify the 3 branches government of the Philippine
To relate the connections of the functions of each branches of the Philippine government to each other.
To enumerate the positions allotted on each branches of the Philippine Government to work productively in the country
To construct their own diagram of the basic structure of each branches Philippine Government and labeled it with corresponding purposes in terms of maintain the harmony and peace of leading the country.
3. The animal cell
To enumerate the basic structure components of the animal cell structure.
To identify the corresponding purposes of each component of the animal cell
To differentiate the structure of an animal cell to a plant cell.
To summarize the process of cell division in the animal cell.
To generate their understanding of the components purposes in utilizing energy in an animal cell.
4. Reading musical notes in key of G
To read musical notes in key of G.
To locate the key signature of G in the illustration of musical notes.
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To play the key of G notes in a certain song
To decode key signatures according to shapes and flats for easy recalling of the notes.
To play the key of G notes in a certain song
5. Rules in playing basketball
To enumerate the rules in playing basketball.
To appreciate how a one’s team earns score and get fouls in playing basketball.
To play basic skills in basketball without disregarding the rules.
To apply simple tactics in favor with the rules of playing basketball.
To organize simple defensive and offensive play to avoid abiding the rules of playing basketball.
C. WRITE AT LEAST FIVE (5) SKILLS AND THREE (3) COMPETENCIES INVOLVED IN BAKING A CAKE.
5 SKILLS
Estimating the appropriate quantities of ingredient to be used.
Measuring the correct pan sizes and type.
Using the correct oven temperature to bake the cake.
Budgeting the available money to bake a delicious cake.
Choosing the appropriate shape design and measurement of the desired look of the cake.
3 COMPETENCIES
To manage your own bake shop.
To decorate cake and maintain its delicious taste.
To bake other sweets and create your own recipe.
Exercise 1.2
A. DISCUSS THE APPROPRIATESS OF THE FOLLOWING ASSESSMENT METHODS:
1. Objective tests- actually using objective tests, is appropriate in testing all the hierarchy of educational objectives and in spite of that, the students could be engage in developing (HOTS) Higher Order of Thinking Skills.
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2. Essay tests-here in essay test, it is appropriate to use when the teacher wants to reveal how well students can recall, organize, and clearly communicate previously learned information. When well written, essays tests call on such higher-level abilities as analysis, synthesis, and evaluation. Because of these demands, students are more likely to try to meaningfully learn the material over which they are tested.
3. Performance tests- it is appropriate to use when the teacher aims to assess how well students use foundational knowledge to perform complex tasks under more or less realistic conditions
4. Oral questioning- it is appropriate to use when the teacher aims to assess the student’s stock knowledge and to determine the student’s ability to communicate ideas in coherent verbal sentences.
5. Self-reports- - it is appropriate to use when the teacher aims objective is to diagnose or to appraise the performance of students from the point of view of the student themselves. (Self-report approach to measurement of communication competence is examined. It is concluded that self-reports have little validity as indicants of competent communicative performances but may serve as useful measures of self-perceptions which may function as precursors of communicative choices.)
6. Observational reports - it is appropriate to use when the teacher aims is to supplement an assessment method when used in conjunction with oral questioning and performance tests.
7. Product reports- It is the assessment which is talk about the end result of the students learning. Hence, it is appropriate to use when the teacher’s objective is to assess the projects and work of the students. Then here they have a particular level or procedures that we need to followed 1st the beginner, 2nd skilled and 3rd is the expert this procedures help you to better know the statues or expectation for your students.
B .If you were to utilize all these procedures, how would you put weights on each of the procedure? Explain your answer.
If we are going to weight the level of difficulties in utilizing the assessment methods, the most difficult among these is the essay test, while the most easiest to implement is the objective test. And if I were to rank there weights according to its difficulties, these would be the ranking:
7th Essay test
6th Self-reports
5thObservational reports
4th Product test
3rd Performance test
2nd Oral questioning
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1st Objective test
I rank them like this because; I base it on the level of difficulties in terms of execution and evaluating the outcome. And I find the objective as the easiest among the procedures, because it usually practices the lowest rank among the cognitive domain. Second among the easiest is the oral q questioning, though it will be difficult for those student, who don’t practice speaking, in front of the class, it will be easy for the teacher to test the student’s alertness in answering a specific question. Then the third is the performance test, I rank it 3rd because it is very practical on the part of the teacher, who could fit their test in this kind of assessment because it is really tangible in terms of evaluating the student’s outcome for a certain topic. Next is the product report, because it is a somewhat closer in the performance test, because it assess the projects and work of the students. Then the Observational report it is difficult, for me we cannot, entirely rely on our observation if we assess the students. While second to the last is the Self-report, and here, the same reason with the observational report, it is not reliable, because it may cause biases. Lastly is the essay question, well for me it is the most difficult because, I see that the diverse perception of the learner would be the hindrance when we assess the learner’s ability.
Page 20 Chapter Exercises
A. In the cognitive domain, discuss the following hierarchy of educational targets:
1. Knowledge- this cognitive domain only concentrates merely in “Acquisition of facts” or simply memorizing concepts, that is why it is lowest rank among the cognitive domains
2. Comprehension- this cognitive domain is place second in the rank because the student’s learning involves understanding, understanding of the relationship of those facts that he acquires.
3. Application-this cognitive domain provides the learner to transfer the knowledge that he acquire in to one field to another (from one idea to another)
4. Analysis- this cognitive domain refers to “Breaking down of concept into components” meaning the child analyzes a specific concept by parts and explains it using the concept of its parts.
5. Synthesis-this cognitive domain is the opposite of analysis because the learner puts together components to summarize the concept. And this cognitive domain helps the student to be independent in a summarizing the concept through logic.
6. Evaluation- this cognitive domain is the highest rank because here the learner is responsible to put the “worth” of a concept or principle, meaning the learner is engage to develop HOTS ( Higher Order of Thinking Skills
B. Suppose that you wish to teach the concept of “Addition of Similar Fractions” in elementary Mathematics. Write one objective for each of the following:
1. Knowledge- To identify similar fractions
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2. Comprehension- To differentiate similar fractions to dissimilar fractions
3. Application- To solve decimal problems using the concept of adding similar fractions by converting the decimal into fraction form.
4. Analysis- To add numerator and the denominator of a similar fraction separately to get the final answer
5. Synthesis- To integrate the knowledge of adding similar fraction in order to solve a problem.
C. Construct a performance checklist for assessing the performance of a student in each of the following:
1. Using MSWORD in typing
______Identifying the functions of the tool bar.
______Transforming selected text to Bold, Italic and Underline text.
______Perform deleting text, copying text and pasting text.
______Operates unchanged mistakes.
______Checking if the spelling is correct.
2. Acting out a role in class
______ Reconnecting the body and the voice of character.
______Use of authentic dramatic texts
______Build self-confidence
______Explore the language by trying on different identities
______Recycle language and use it in more authentic ways.
3. Basket weaving
______ Chooses the right materials.
______ Creatively design the basket
______ Attaches the handle in a correct manner
______ Shapes the basket according to its desired size
______ Packs basket straps
4. Delivering an oratorical piece
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______ Masterfully crafted to offer a sublime experience
______ Keeping relaxed during a public speech
______ Makes eye contact with audience members wherever possible, smile and keep a steady breathing pattern
______ Using a conversational tone
______ Move and inspire people with the power of his words
5. Using a microscope
______ Carefully place the slide on the stage
______ Hold slide in place with stage clips
______ Use coarse adjustment to get slide into view
______ Adjust iris diaphragm to change the amount of light
______ Use fine adjustment to focus on slide
D. Define the following terms:
1. Content validity- It is how well the sample of test items represents the content the test is designed to measure. This type of validity is achieved through systematically defining in precise terms the following:
The specific content universe
Objectives
How the content universe will be sampled
2. Criterion-related validity- It discuss how a test is judged against a specific criterion. It can be measured by correlating the test with a known valid test(as a criterion). It also used to predict future or current performance - it correlates test results with another criterion of interest.
3. Construct validity- How well a particular test can be shown to measure a particular construct (a theoretical construction about the nature of human behavior, such as intelligence, anxiety, or creativity). Constructs are difficult to measure because they are not directly observable but they are inferred from their effect on behavior. Construct validity is determined by seeing how well the test distinguishes between two groups of subjects, one that exhibits a high degree of the construct and one that doesn't.
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4. Reliability- It is the level of internal consistency or stability of the test over time, or the ability of the test to obtain the same score from the same student at different administrations (given the same conditions)
Reliability is usually expressed as some sort of correlation coefficient. [Values range from .00 (low reliability) to 1.00 (perfect reliability).]
5. Stability- it explains the idea of test- retest reliability wherein the scores from Time 1 and Time 2 can then be correlated. It also refers to internal consistency as reliability measures, which can be estimated in several ways.
E. Answer the following questions:
1. A test may be reliable but not necessarily valid. Is it possible for a test to be valid but not reliable? Discuss.
Answer.
No, Because a test can be reliable and not valid. A test cannot be valid and not reliable.
We can say that a test is reliable when it consistently produces the same results. A person may take a reliable test several different times, but would receive essentially the same results each time. And a person may take an unreliable test several times and receive different results each time.
Use of a test is considered valid when the interpretation of the results is meaningfully applied and only if the test is reliable. For example, a reliable spelling test is valid for use in assessing spelling skills, but is not valid for use in assessing keyboarding skills.
So, a test may be reliable and valid or reliable and not valid, but a test that is not reliable will never be valid.
2. A 50 item test was administered to a group of 20 students. The mean score was 35 while standard deviation was 5.5. Compute the KR21 index of reliability.
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3. Compute the Spearman Brown reliability index if the correlation between the odd and even scores is 0.84.
4. How many items are needed to construct a KR21 index of 0.60 if the mean is 75 and the standard deviation is 10.5 for a group of 30 students?
Therefore 154 items.
5. If the Spearman Brown prophecy formula gave an index of 0.80, what is the correlation coefficient derived from the split-half method?
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6. Cite another example of a behavior considered not ethical in testing and assessment. Explain why you think such a behavior is not ethical.
Answer:
A teacher is taking a graduate course in research and intends to use his students in English 1 as subjects of his study. His research deals with the effect of classical music on the learning of grammar. One class is taught English grammar with subtle background music while the other class is taught the same lesson without any background music. (USE OF ASSESSMENT RESULTS FOR PERSONNEL EVALUATIONS)
Because it should be pursuant to policy 7810, Evaluation of Licensed Employees, assessment results may be used in conjunction with all other available information to judge the adequacy of any educator's performance. A pattern of performance over multiple assessment cycles may be one indicator of the adequacy of an educator's performance. Although the teacher is also the researcher it is not ethical to use your class for personal evaluation or for personal concerns.
7. Enumerate the three(3) main concerns of ethics in testing and assessment. Discuss each major ethical concern.
(a) Possible harm to the participants- it only discussed that in assessing a teacher should consider if the test used can caused any physical or psychological harm to anyone, because it the teachers responsibility to make sure that all of the participants are protected to any physical or psychological harm.
(b) Confidentiality of assessment data- it only entails that the students’ test result should be confident between the student and the teacher, nevertheless it should not be communicated to any specific member of the class.
(c) Presence of concealment or deception- it explains that the teacher may conceal the objective of the assessment but then, the teacher should provide the sufficient explanation as possible, because it the teacher’s responsibilities and also as part of the teacher’s ethics.
8. What is meant by predictive validity? Illustrate this concept.
Predictive validity involves testing a group of subjects for a certain construct, and then comparing them with results obtained at some point in the future.
Predictive validity: How well predictions made by a test are confirmed by later behavior of subjects. Used in aptitude and other predictive tests:
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Test is given
Later behavior is observed
Two measures are correlated
9. Which of the following: content validity, criterion validity, construct validity, is the most difficult to obtain? Explain why.
Answer:
For me it is the construct validity because it is normally based on demonstrating meaningful relationships among elements of states, attributes, results, problems or disorders. For example, there are different symptoms of depression. There is much other disorder that does not have the symptoms associated with depression. For instance, depression is in many ways the opposite of mania. A result of depression would have construct validity if results showed a positive relationship between low energy (depression) and no relationship between depression and the high energy in mania. The results would diverge.
10. Is it possible to obtain a correlation coefficient of 1.5 for two sets of test scores? Discuss.
NO , because:
And correlation coefficient can vary from .00 to 1.00, therefore it is not possible, because correlation coefficient here is equal to 3.
F. In the following situations, identify the ethical issues that may be raised in terms of (a) possible harm to the participants, (b) confidentiality of assessment data, and (c) presence of concealment or deception:
1. A teacher plans to rate the performance of students in a gymnastics class unobtrusively. He does not let the student know that he is actually rating their gymnastics abilities. Instead, he tells the students to use the gymnasium facilities for practice and then, he watches the students practice on occasions that are unannounced. C. Presence of concealment or deception
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2. A teacher is taking a graduate course in research and intends to use his students in English 1 as subjects of his study. His research deals with the effect of classical music on the learning of grammar. One class is taught English grammar with subtle background music while the other class is taught the same lesson without any background music. A. Possible harm to the participants
3. As part of the students’ portfolio assessment, the pupils are required to write every event that happens in their homes at night which may have some bearing on their ability to complete their homework. The teacher instructs the pupils to write one paragraph of such events once every hour from 5:00 P.M to 9:00 P.M daily. C. Presence of concealment or deception
4. An arts and crafts teacher requires the students to submit their basket weaving projects to be graded. He selects the best student outputs and brings these projects home. A. Possible harm to the participants
5. In grading his students in Mathematics 4, a high school teacher subjectively adds five more points to the grades of students who have performed poorly but who, he believes; deserve better grades had they spent more time studying. In some instances, however, he does not add any point to a poor performer because he also believes that such cases do not represent a case of “just needing more time”. A. Possible harm to the participants
6. In order to proceed with final examination in a swimming class, the teacher brings his students to a nearby beach and individually rates his students’ swimming skills in the open sea. To ensure that he is protected on the event of an untoward incident, the teacher also required the students to submit a parental consent form. A. Possible harm to the participants
CHAPTER EXERCISES p.31
A. For each of the following tasks, identify at least three(3) process-oriented learning competencies:
1. Constructing an angle bisector using a straight edge and a compass
Draw a circle with 2cm.
Solve daily problems involving objects which are circle.
Use protractor appropriately in measuring the corresponding degree of the angle.
Relate the concept of the triangle with respect to angle.
Integrate the knowledge about the Cartesian plane plotting the circle with respect to its corresponding angle.
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2. Constructing three-dimensional models of solids from card boards
Draw a Cylinder with radius 5cm.
Creatively cut the shapes according to its desired size.
Measure the exact /actual size which is being described by the problem.
Solve for the needed area of the card board to construct the solid.
Use the ruler to make conversion, in accordance to the problem
3. Writing an essay about EDSA III
Criticizes the issue behind the EDSA Revolution
Construct paragraph which collaborates a good idea about Important events in the country.
Involve the self of the issue which leaves legacy in the Philippine history
Practice a good handwriting skills.
Make use of the correct connecters, between the paragraphs.
4. Performing a skit on the importance of a national language
Reconnecting the body movements to the voice and expression of the character being portray
Enhance the fluency of the learners skill in pronouncing words which is treasured in our national language.
Build self-confidence in front of the class.
Creatively explore the language by trying on different portrayals.
Cooperates with group members while developing social skills.
5. Role playing to illustrate the concept of Filipino family values
Evaluate their own family values.
Apply the good characters of a Filipino at their home.
Pronounce the script with correct facial expression.
Create a good relationship with the co-members in accomplishing the play.
Maintain the character in spite of the crowd’s destruction.
B. Choose any five activities below and then construct your own scoring rubrics.
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1. Use evidence to solve a mystery.
2. Devise a game.
3. Participate in a debate.
4. Infer the main idea of a written piece
5. Draw a picture that illustrates what’s described in a story or article. Explain what you have drawn, using details from the story or article.
6. Write a research paper.
7. Apply a scoring rubric to a real or stimulated piece of student work.
8. Write an outline of a text or oral report.
9. Propose and justify a way to resolve a problem.
10. Design a museum exhibit.
11. Develop a classification scheme for something and explain and justify the categories.
12. Justify one point of view on an issue and then justify the opposing view.
13. Given background information, predict what will happen if _______.
14. Evaluate the quality of a writer’s arguments.
15. Combine information from several sources to draw a conclusion about something.
16. Determine alternative courses of actions, giving advantages and disadvantages of each.
17. Analyze how a particular system works and the way the components work together to affect each other.
18. Apply rules to particular situations.
19. Answer questions beginning, “What will happen if…” or “What will you do if…” or “How things be different if…”
20. Write a summary of an article.
21. Critique your own or someone else’s work, giving examples or details.
22. Compare and contrast two stories or articles.
23. Draw conclusions from a text.
24. What was the purpose of _______?
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25. Any task that requires an extended written response.
DEBATE GRADING RUBRIC
Levels of Performance for AFFIRMATIVE Team
Criteria 4 3 2 1 Grade:
1. Organization & Clarity:
Main arguments and responses are outlined in a clear and orderly way.
Completely clear and orderly presentation
Mostly clear and orderly in all parts
Clear in some parts but not overall
Unclear and disorganized throughout
2. Use of Argument:
Reasons are given to support the resolution
Very strong and persuasive arguments given throughout
Many good arguments given, with only minor problems
Some decent arguments, but some significant problems
Few or no real arguments given, or all arguments given had significant problems
3. Use of cross-examination and rebuttal:
Identification of weakness in Negative team’s arguments and ability to defend itself against attack.
Excellent cross-exam and defense against Negative team’s objections
Good cross-exam and rebuttals, with only minor slip-ups
Decent cross-exam and/or rebuttals, but with some significant problems
Poor cross-exam or rebuttals, failure to point out problems in Negative team’s position or failure to defend itself against attack.
4. Presentation Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case.
All style features were used convincingly
Most style features were used convincingly
Few style features were used convincingly
Very few style features were used, none of them convincingly
TOTAL SCORE:
_____
Levels of Performance for NEGATIVE Team
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Criteria 4 3 2 1 Grade:
1. Organization & Clarity:
Main arguments and responses are outlined in a clear and orderly way.
Completely clear and orderly presentation
Mostly clear and orderly in all parts
Clear in some parts but not overall
Unclear and disorganized throughout
2. Use of Argument:
Reasons are given against the resolution
Very strong and persuasive arguments given throughout
Many good arguments given, with only minor problems
Some decent arguments, but some significant problems
Few or no real arguments given, or all arguments given had significant problems
3. Use of cross-examination and rebuttal:
Identification of weakness in Affirmative team’s arguments and ability to defend itself against attack.
Excellent cross-exam and defense against Affirmative team’s objections
Good cross-exam and rebuttal, with only minor slip-ups
Decent cross-exam and/or rebuttal, but with some significant problems
Poor cross-exam or rebuttal, failure to point out problems in Affirmative team’s position or failure to defend itself against attack.
4. Presentation Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case.
All style features were used convincingly
Most style features were used convincingly
Few style features were used convincingly
Very few style features were used, none of them convincingly
TOTAL SCORE:
_______
Summary Grading Rubric
(Summary Writing Evaluation)
Developing(1 mark)
Approaching Level
(2 marks)
At Level(3 marks)
Above Level(4 marks)
Purpose & Form
• No clear topic sentence to indicate main idea of summary.
• Supporting details are
• Main idea presented in summary is evident but supporting details only minimally
• Clear main idea & sufficient and relevant supporting details within summary
• Summary demonstrates a strong focus and concisely catches the main points of the original
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weak and not clear what idea they are supporting.
• Summary not completed in sentence and paragraph form.
supportive; therefore, reader is vague about content of original article.
• Some paragraphing in summary.
• Summary is too long (too short) to be effective.
gives reader adequate understanding of content of original article.
• Is one third to a half the length of the original
• Is written in sentence and paragraph form.
article.• The main idea
is clear, sustained and supporting details presenting in same order as original.
• Length of summary is appropriate
• Is in correct paragraph(s) form.
Organization
• No clear beginning, middle or ending
• No use of transitions within written summary
• Distinguishable beginning, middle and end
• Use of transitions is attempted within written summary.
• Overall organization of summary demonstrates a strong beginning, middle and ending.
• Clear use of transitions
• Organization of summary is logical & coincides with the original.
• There is a well-linked beginning, middle and end
• Excellent use of transitions within summary.
Style • No distinguishable voice.
• Vocabulary is simple but sufficient to convey basic ideas.
• Writer's voice is evident and summary reflects the writer's opinions.
• Attempting to use vocabulary from within original article.
• Voice is objective and no personal opinion is evident.
• Vocabulary is appropriate to the purpose of the writing.
• Effective use of some sentence variety.
• Voice is objective and impartially presents article's point of view.
• Vocabulary is appropriate for intended audience and reflects accurately the degree of complexity of the original.
• Sentence variety is varied.
Mechanics & Speeling
• Writing has not been edited & contains many spelling & mechanical
• Many errors in spelling and mechanics that distract the reader.
• Writing has been well edited.
• Occasional spelling & mechanical
• Writing is free of all conventional spelling and mechanical errors.
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errors. errors do not distract the reader.
Rubric for drawing a conclusion
Unacceptable1 pts
Poor2 pts
Average3 pts
Good4 pts
Excellent5 pts
Drawing Conclusions
Unacceptable
You do not draw any conclusions from the text.
Poor
You know that the text is connected to other ideas but cannot form any conclusions about it.
Average
You know that the text is connected to other ideas; you can draw a conclusion from the text with directing from the teacher.
Good
You are able to draw conclusions from the text with no aide from the teacher.
Excellent
You are able to draw multiple conclusions from the text and connect them to other readings.
Rubrics for extended written response
Scoring Rubric for Essay Questions
Level of Achievement General Presentation Reasoning, Argumentation
Exemplary (10 pts) Provides a clear and thorough introduction and background
Addresses the question Addresses the question Presents arguments in a logical
order Uses acceptable style and
grammar (no errors)
Demonstrates an accurate and complete understanding of the question
Uses several arguments and backs arguments with examples, data that support the conclusion
Quality (8 pts) Combination of above traits, but less consistently represented (1-2 errors)
Same as above but less thorough, still accurate
Uses only one argument and example that supports conclusion
Adequate (6 pts) Does not address the question Demonstrates minimal
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explicitly, though does so tangentially
States a somewhat relevant argument
Presents some arguments in a logical order
Uses adequate style and grammar (more than 2 errors)
understanding of question, still accurate
Uses a small subset of possible ideas for support of the argument.
Needs improvement (4 pts) Does not address the question States no relevant arguments Is not clearly or logically organized Fails to use acceptable style and
grammar
Does not demonstrate understanding of the question, inaccurate
Does not provide evidence to support response to the question
No Answer (0 pts)
Rubric for Devising a Game
CATEGORY Excellent Good Satisfactory Needs
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Improvement
Knowledge Gained
All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.
All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.
Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.
Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.
Accuracy of Content
All information cards made for the game are correct.
All but one of the information cards made for the game are correct.
All but two of the information cards made for the game are correct.
Several information cards made for the game are not accurate.
Attractiveness Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal.
Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal.
Contrasting colors and "borrowed" graphics were used to give the cards and gameboard visual appeal.
Little or no color or fewer than 3 graphics were included.
Rules Rules were written clearly enough that all could easily participate.
Rules were written, but one part of the game needed slightly more explanation.
Rules were written, but people had some difficulty figuring out the game.
The rules were not written.
Creativity The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.
The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.
The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.
Little thought was put into making the game interesting or fun.
Cooperative work
The group worked well together with all members contributing
The group generally worked well together with all members
The group worked fairly well together with all members contributing some
The group often did not work well together and the game appeared to
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significant amounts of quality work.
contributing some quality work.
work. be the work of only 1-2 students in the group.
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