Improve student learning through teacher’s decisions and technology – harry.g.tuttle at gmail
Teachers often have students do social bookmarking so students can share information with the teacher and other students. Here is a rubric to assess this digital age learning.
Harry G Tuttle's Web 2.0 Social Bookmarking Rubric
My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
If your rubric has a limited number of concepts, you might consider using color coding. As you assess student work, you use a certain color highlighter for each major concept in the rubric (for example, for writing, red for thesis and topic sentences, yellow for evidence, green for details, etc.) When you see a strength, you use that color marker to put in a Plus(+) sign next to where you highlight the actual strength Likewise, you can put a minus (-) sign next to a learning gap such a sentence that is missing a transition and indicate where the transition should be. Since each color corresponds to your rubric, you do not have to write out the type of learning strength or gap. You indicate the category by its color and then you can write a formative feedback comment more quickly.
A variation is to use a certain colored highlighter for above proficient (green), proficient (blue), developing yellow), and beginning (red) levels in the student work. For example, if students write an introduction at the proficient level, you highlight it in blue. If their conclusion lacks a restatement of the thesis, does not include the categories of proof, , and does not have an extender, you highlight it in red. Students can do a color scan of their papers to see their levels of proficiency.
Help your students to improve by adding color to their work
My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
We all think that we are good teachers and that we have great lessons. However, last year I did a study on the difference between students’ and faculty eportfolio perceptions and it struck me how different they were. It reminded me that when I taught in public schools, I would have my students assess each unit in terms of how well the various classroom activities helped them in doing well in the standard. I was alway shocked at that special activity that I thought was the perfect learning activity did not strike the students that way; the rated it as one of the lowest. I also included the open ended “What do you think would help you to learn this standard better?” question and I was amazed at their great suggestions which I incorporated into the next time I taught the unit.
The students can do your unit report card in an online system that will instantly give you the information by categories. Instant feedback on your teaching!
Are you willing to grow based on our students’ assessment of the unit? Students can be the best in-class professional development we can have!
Education with Technology
Education with Technology Harry G. Tuttle 