Reflection: Joy Step 2: Student Created Assessment Presentation and QR Codes - Section 1: Creating a Rubric Together


As I shared the rubric document with my students and allowed them to type, I never would have guessed that they would wanted to type and contribute at the level they did! There was just such enthusiasm to participate. I attribute this to the truth about the natural desire for all of us to want to understand what we are accountable for. Creating this rubric addressed one major question that is always present in most student's minds during an assessment, "What exactly do you want from me?"

Because we could discuss openly what was fair to assess in this unit and in the presentation, the interest level rose. They could understand that while they could present what they knew about wind, water and ice erosion, they would not score a 4 unless it was backed up by the evidence they could present. 

I truly believe this addresses two ends of the spectrum. The high achieving students tend to think that everything they create deserves a perfect score. I have noticed this when they grade themselves using a rubric. They tend to ignore the criteria and not look at their work with a critical eye. Afterall, they are A students and that is what they expect.

The other side are those below grade level achieving students who assume they have no chance at an "A." This is because it just never happens due to language struggles or difficulty communicating critical thought. 

  I Never Would Have Guessed!
  Joy: I Never Would Have Guessed!
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Step 2: Student Created Assessment Presentation and QR Codes

Unit 4: Weathering
Lesson 15 of 15

Objective: Students develop their performance assessment integrating technology.

Big Idea: In this second part of their assessment development, students create their final performance assessment by creating a presentation and display it using a QR code.

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3 teachers like this lesson
Science, weathering, Interactive Presentations, QR Coding, Interactive Presentations, QR Coding, glaciers, engineering, soil
  85 minutes
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