In the last month, CoRubrics has added a couple of updates to further encourage formative assessment. CoRubrics has always been primarily a formative assessment tool. But the use of numbers to indicate the level achieved did not facilitate this conception of assessment.
Analytical rubrics have been in vogue for a few years now. You talk to teachers at all levels and many of them use analytical rubrics. And it seems that by using these rubrics they are already doing formative and formative evaluation.
My experience, however, tells me quite the opposite. I am not as radical as a good friend of mine who says that the rubrics are obsolete, but she has a point. Continue reading “There is life beyond the analytical rubric”
It is strange how we are evolving, but, deep down, we are people of habits and it is difficult for us to change. Why do we do things in a certain way? Often simply out of habit. And because of the change in mentality that we should make in order to do them differently.
Despite this very philosophical introduction, I would like to talk about a very simple, concrete and everyday issue: text documents. Consider Word, Google documents or PDF.
From a video that Christian Negre posted on Twitter (I guess you already follow him @applejux, but if not, what are you waiting for?) About how he uses the Classroom questions to perform a small self-evaluation of the students when he finishes a topic in his subject, I have updated CLASS-MON with a new template. This is the link from Christian’s Tweet where I attached the video.
There is something that doesn’t fit at all and that is very common among teachers: the way in which final grades are calculated (quarter, project or course grades). Let’s suppose that we programme competently. Based on some competencies, we set some objectives (course, term, unit or project). To achieve these objectives, we design activities that the students will have to carry out. Some are more guided, others more open (within the objectives to be achieved). In the classroom, we carry out actions so that the students know the objectives and make them their own. While developing the activities, we make formative assessments: we give clear criteria to evaluate (self-evaluation, co-evaluation and heteroevaluation), we give feedback… From this feedback the students improve the tasks. In addition, they periodically review the objectives initially set to see if they are getting closer and make decisions about them.
Continue reading “Qualifying activities vs. qualifying objectives”