When teachers assess, they have to have in mind that students need to clearly know why they get a grade. The criteria must be easy to understand by the own teacher and students, sometimes it can be holistic, others can be analytic. The first one is useful when a general point of view is needed; the second one is used to see a particular item in a test that must be taken in consideration for further tests or classes.
However, teachers will have to assess under certain rubrics that involve what they want to assess, or their expectations on what students had to write in order to show they learnt the concepts the teacher was teaching them. Rubrics should be as clearest as possible, to prove that students and teachers are clear enough on what they are assessing or being assessed.
The validity of a test is an important part of criteria, it involves everything. It gives credibility to what we think we have to evaluate, even when we have to self-evaluate our criteria or rubrics for a test. Our criteria will be a clear evidence of understanding, including results that can be interpreted as how students are learning, how teachers are assessing, or if the criteria we use, is not contradictory with what we get.
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ResponderEliminarI think that you go straight to the point! I agree with you teachers must have rubrics if not how are we going to show students what we really want!!!!
ResponderEliminarRubrics are fundamental for letting students know what they are expected to learn. The criteria included has to apply the contents that students have been taught in order to evaluate nothing that is unknown for them. Students have to be the principal people involved in their learning process and how it is going.
ResponderEliminarI really see your point. Validity is useful to give credibility to what is needed to assess. Don't forget that the questions or point we are going to use in rubrics have to be connected with the purpose of the assessment in each lesson.
ResponderEliminarI think criteria should be always included in every lesson plan in order to have clear ideas about what we want students to get as knowledge. But, sometimes teachers don't follow any rubric which could importantly affect the expected results. That is why I really agree when you say that criteria will be a clear evidence of understanding.
ResponderEliminarMarco!
ResponderEliminarI also think that criteria must be always present in teachers planning. It is a way to give validity to our assessment but also reliability. Unfortunately, teachers have a criteria that most of the time is odd and weir.
"Rubrics should be clearest as possible", well you have a strong point here. Rubrics guide our assessment and they have to be clear enough for us first and then we have to show them to students in order they know what they are going to be assess on. in that way, students will focus their attention in the skills to demonstrate.
ResponderEliminar"Teachers have to assess under certain rubrics", it is absolutely true that the idea of using them is related to how they are focusing their criteria in order to measure students' expected goals.
ResponderEliminarTambién veo la necesidad de ocupar rúbricas en la evaluación de nuestros estudiantes. Has notado que una fuerza que tienen las rúbricas es que son el lugar donde ponemos los criterios para la evaluación, y los estudiantes van a ocupar esos criterios para mostrar “evidencia clara” de su aprendizaje. Esta claridad hace mucho más fácil la evaluación de los estudiantes y también más eficiente.
ResponderEliminar