Reflection: Coaching and Mentoring How much have you learned? Unit Assessment - Section 1: Launch: Exam and Rubric


When I use this Rubric, I always share it with my students. Early in the year, I spend some time discussing it with students as well. The amount of time I spend explaining the rubric to the class decreases over the year. However, I still regularly discuss aspects of it with individual students.

When I use the Rubric, I employ it with two goals in mind:

  1. Give my students clear feedback.
  2. Help my students to set goals for improving their performance.

In the case of an assessment like today's, where the students need to use a number of different academic skills, I like to give my students the opportunity to use this scoring guide in class as they revise their own work.  I believe that this helps my students to become more confident and more successful.

My personal goal is to have all of my students reach an Acceptable Level of Proficiency (Score of 4) in any given benchmark.  However, an Acceptable Level of Proficiency is a“floor” not a “ceiling” goal. When I consider the results of the class, I try to recognize areas where I need to provide additional support in order for all of my students to attain this standard. I also look for opportunities to recognize and celebrate progress, whether for individuals or the group.

  Coaching and Mentoring: More on the Academic Scoring Rubric
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How much have you learned? Unit Assessment

Unit 11: Bivariate Data
Lesson 8 of 8

Objective: SWBAT demonstrate what they've learned in the Bivariate Data Unit.

Big Idea: Summative exams should be carefully thought out.

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Math, bivariate data, assessment, math test, Unit Test
  55 minutes
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