Reflection: Self-Graded Rubrics Making Connections Through A Written Assessment - Section 3: Self Assessment

 

After watching this writing process, I could see progress in comfort levels in planning the writing. I spent more time explaining to several how to connect their scientific models and the investigations with the real world to the model. It didn't come naturally for about 40% of the class. Perhaps I should have displayed photos of examples of the real world to help them remember our discussions and examples we shared in the investigations.

I can now see how uncomfortable they are with having to think about what they learn, connect it to the real world and then write it down. It is hard for some to not be told what to write or to do. I saw it in the dune activity, and now again in the writing of this quiz.I think this is good! But, it is an exhausting learning process!

It proves to me that the writing process must be carefully guided to get them to think on their own. NGSS is rigorous. So is CCSS. These student examples show the responses to that rigor.

In one discussion, an above grade level achieving student said she was afraid she would be wrong. I reassured her that the rubric simply showed expectations that what she said in her paper was supported by her data. I didn't set down the rules explicitly for what needed to be compared in the real world and I did not formally assess if that connection was there yet within the rubric. I explained that writing was a process. The connection was a process. I could see from this paper if she could use the data to connect her thinking to the real world. I told her to rely on what she experienced and what she collected as evidence. She went back to her desk relieved and did a great job!

  The Results !
  Self-Graded Rubrics: The Results !
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Making Connections Through A Written Assessment

Unit 4: Weathering
Lesson 5 of 15

Objective: SWBAT show their understanding of how landscape changes by writing a formative assessment connecting their previous investigations to the real world.

Big Idea: Students write a paragraph assessing that they can connect data collected from their scientific models as evidence that weathering changes the landscape in the real world.

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3 teachers like this lesson
Subject(s):
Science, weathering, summarizing, Language Arts, formative assessment, Connections to Real World, glaciers, engineering, soil
  55 minutes
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