Reflection: Adjustments to Practice Poetry Mini-Assessment - Section 3: Did They Get It?


You're probably wondering why the file name for this assessment includes a "2.0"  

I used to have this fantasy about filing cabinets.  They would be places where I would keep papers year after year.... I'd always have a copy of a test on hand to pass out, and a master ready to hit the copy room.


It never fails.  Each and every time I grade an assessment that I've written, I find something I'd like to do differently next time.  I'm always plagued by the thought of, have I given them a fair opportunity to show me what they know?  Am I convinced they have learned the material?  Could they show me more? Am I asking too much?

I take notes while I'm grading to keep track of these ideas as they come to me.  The thing that kept coming back to me was, why are they continuing to use the same elements over and over again (I had a student use stanza for his structure element for every single poem)?  Should I give them half credit for giving an element that's correct but repeated from another answers?  

The truth is, I don't know.  My goal in forcing them to not repeat themselves was to get them to dig through their notes looking for examples.  I truly think this is a reasonable task.  Next year, when I pull this file up on my screen again, I'll look at the notes in my planning book (I keep them from year to year and reflect in them), and decide.  

The writing.  The thinking.  The percolating.  It never ends!


  My Test-Writing Cycle
  Adjustments to Practice: My Test-Writing Cycle
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Poetry Mini-Assessment

Unit 13: Introduction to Poetry
Lesson 11 of 12

Objective: SWBAT cite examples of figurative language and poetic sound and structure elements by reading poems and completing an assessment.

Big Idea: Show what you know! Citing examples of figurative language, sound, and structure in poetry.

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