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Aedr518041610
- 1. Using a Rubric Scoring GuideforWriting in the Content Area AEDR 518 | Spring 2010
- 2. Examples of double-entry journals from the class..
- 3. Examples of double-entry journals from the class..
- 4. Examples of double-entry journals from the class..
- 5. Examples of double-entry journals from the class..
- 6. Rubrics for Writing PASS HSAP
- 7. PASS Extended Response Scoring Rubric
- 8. HSAP Extended Response Scoring Rubric
- 10. Developing a Rubric Rubric Generators Rubistar Tech4Learning Teachnology
- 11. Developing a Rubric Create a rubric for the perfect chocolate chip cookie. 5-10 minutes Then present them to the class.
- 12. Developing a Rubric Consider the rubrics. Did some rubrics leave important qualities out? Did others include too many requirements? Were the levels of evaluation (4, 3, 2, 1, 0) clear and evenly distributed? Reflect on this activity. Was making a rubric for the perfect chocolate chip cookie easier than you anticipated, or more difficult? Would you revise your rubric to include categories that others included? Why or why not?
Notes de l'éditeur
- Create a rubrics for the perfect chocolate chip cookie. time frame for completion. When student groups have completed their rubrics, have them present them to the class. Ask students to consider the rubrics. Did some rubrics leave important qualities out? Did others include too many requirements? Were the levels of evaluation (4, 3, 2, 1, 0) clear and evenly distributed? Ask students to reflect on this activity. Was making a rubric for the perfect chocolate chip cookie easier than they anticipated, or more difficult? Would they revise their rubric to include categories that other students included? Why or why not?
- Create a rubrics for the perfect chocolate chip cookie. time frame for completion. When student groups have completed their rubrics, have them present them to the class. Ask students to consider the rubrics. Did some rubrics leave important qualities out? Did others include too many requirements? Were the levels of evaluation (4, 3, 2, 1, 0) clear and evenly distributed? Ask students to reflect on this activity. Was making a rubric for the perfect chocolate chip cookie easier than they anticipated, or more difficult? Would they revise their rubric to include categories that other students included? Why or why not?