Reflection: Student Self-Assessment Assessing Their Written Abilities to Debate - Section 3: Assessing and Editing


You are going to see in my video review that I saw a difference in their value of effort and quality of discussions with the "discussion based rubric" vs the paper rubric. I found that by creating one themselves and have a visual means of reflection that was written in their own words, they applied more effort to their own and their partner's editing discussions. I saw students identifying parts they were missing more quickly, taking more notes on their own and their partner's worksheets and sharing deeper discussions of ways their partners could improve their writing. I asked a few groups which they preferred and unanimously they shared the one we used today! When I pushed them as to why? They all said that the written rubrics were too wordy and difficult to remember all the components they had to assess. I then asked about our adapted rubric and our student editing worksheet we created this year and they still said this was their favorite because it was easier for them to remember all the components to check in their writing.

I still think the use of a rubric is beneficial because it's what they will see in the coming years...but, lesson learned for the next assessment...use this along with the rubric to ensure their editing is effective and enjoyable.  

  Student Self-Assessment: Rubric vs Discussion?
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Assessing Their Written Abilities to Debate

Unit 15: Arguing to make a point!
Lesson 4 of 6

Objective: SWBAT...write informative/explanatory texts to examine the article "Should Students Wear School Uniforms?" to convey their claims and support their information clearly

Big Idea: A claim is only an opinion unless it is supported by evidence and details from the text. Good writers write with strong facts to persuade their audience to their viewpoints.

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