Monthly Archives: March 2015

Standard

Last class, we had the opportunity to interact with Tim. He seemed very knowledgeable, and really applied what he was telling us to our lives. I found it interesting the new system he, along with others, is attempting to implement into the schools. I think this is a really great idea, especially with the government asking us to meet the new 2020 vision in the next few years to come. I think that what he has developed will help the vision, especially in regards to our FNMI students. I thought that the handout we were given was great, and it appeared to be easy to use, but I am wondering how that assessment of the teacher and of the students will work. Will the principal come into every teachers class every few weeks to sit and observe, or will they hire someone to do that instead? It seems like it would take quite a bit of time out of someones day to sit and observe, although I do see it as important none-the-less.  During class, we had the chance to look critically at our rubric we created a a while back as a class. It was interesting to see how the wording of a rubric could change the meaning and level of the criteria so significantly. I never realized or even thought about the words generally, a few, or thoroughly, for example, in a rubric. My ah-ha moment that class was the idea that as markers and as students, it becomes very unclear what thoroughly, or generally, would mean or even look like. More specifically, though, is the words all the time, most of the time, some of the time, very little. These phrases to me now seem to be hard phrases to use for assessment purposes. Unless you have a number attached to those, it would be hard to decipher what amount those words mean. On the other hand, though, attaching numbers to the rubric for a way to represent amount only limits or constricts the students on the idea that if they do a certain amount, they will get that mark, regardless of the effort they actually put into their assignment. Rubrics should reflect not the students abilities for their work, but more a reflection of what they should have learned doing the assignment. This is another thing that I have come to realize recently. In other words, if you were doing a presentation on a chronic illness in a health 9 class, the rubric should directly relate to represent the content the student learned and represented, linked to the outcome in some way. It should not, however, reflect how the student gave their presentation (voice projection, organization, grammar and spelling errors, etc) because not only is that not found in the curriculum, but it is also not relevant to the students learning within the specific subject area. The mark and rubric would not accurately reflect what the student is learning, and rather, it focuses on how well the student can perform. This website from Learn Alberta talks more about assessment as it ties to an outcome, it states that “Checklists, rating scales and rubrics are tools that state specific criteria and allow teachers and students to gather information and to make judgement about what students know and can do in relation to the outcomes”. This quote I feel really sums up why rubrics and assessments are important indicators of healthy teaching practices. This is also a really great resource to read regarding rubrics and assessment! During class, we also had the opportunity to share our plans on where we were on our mini unit plan. I thought this was a great way to get different feedback, both constructive and critical, descriptive and valuable. I really enjoyed this because it allows for a different, or several different, perspectives and view points on the same piece of assignment. It helped answer questions and concerns we may have had, and it also could be viewed with different understanding. It also gave me a great opportunity to help out and share resources with my peers/colleagues. Not only was it a great tool for practicing one-on-one feedback, but it also helped me to practice giving constructive feedback relevant to the subject and to the assignment. This resource, although not specifically Canadian based, is really helpful in providing constructive feedback to you students without being overwhelming or awkward about it.

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