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Students tended to type a greater quantity of language without necessarily demonstrating a greater depth of understanding. I spent too much time reassuring students that they would have enough time to complete the task, reminding them of the time frame-basically being a referee in charge of the clock.
Students tended to type a greater quantity of language without necessarily demonstrating a greater depth of understanding. I spent too much time reassuring students that they would have enough time to complete the task, reminding them of the time frame-basically being a referee in charge of the clock.
Students tended to type a greater quantity of language without necessarily demonstrating a greater depth of understanding. I spent too much time reassuring students that they would have enough time to complete the task, reminding them of the time frame-basically being a referee in charge of the clock.
What I envisioned the students to be What I envisioned myself to be
doing during the task . . . applying doing during the task . . . their internalized understanding of circulating around the room to one main characters aspirations in answer questions and to encourage the context of his or her respective complete, thoughtful responses. works of literature, each a major work studied during the trimester.
What the students actually did during
the task . . . Students tended to type a greater quantity of language without necessarily demonstrating a greater depth of understanding.
What I actually ended up doing
during the task ... I spent too much time reassuring students that they would have enough time to complete the test, reminding them of the time frame basically being a referee in charge of the clock.
1. Have you used this task before? YES
If so, did you get the results you wanted? (YES/NO) NO If NO, what did you notice students didnt understand &/or werent able to do? Support their responses clearly, concisely and completely. 2. Is this a new task under development? (YES/NO) Fairly new, somewhat revised & definitely under development. 3. Are you interested in changing this task? (YES/NO) YES If NO, select a different task. 4. Do you plan to use this task again? (YES/NO) YES If NO, select a different task.
5. Are you open to having this task critiqued? (YES/NO) YES
If NO, select a different task.
6. List the National Standard that the task is addressing:
Standard 2: Students read a wide range of literature from many periodsto build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Standards 4 & 5: Students adjust their use ofwritten languageto communicate effectively [and] employ a wide range of strategies as they write to communicatefor a variety of purposes. 7. Provide a brief description of the task (What does the task ask students to do?): ? 8. Is there a particular standard or standards that you are most interested in meeting at a high level? (YES/NO) ? If NO, go to question 10. If YES, go to question 9. 9. What AIW standard(s) does this task focus on? (construction of knowledge, elaborated communication, &/or value beyond school) Construction of knowledge & elaborated communication 10. What type of feedback are you most interested in as it relates to this assignment? How I can make the assessment more directed while maintaining freedom of choice within the task? How can I make it a more novel challenge that allows students to demonstrate that they have internalized an understanding of the literature and its characters to the degree that they can synthesize that understanding by connecting it to themselves. I am also curious
about how I might encourage depth over quantity, while
allowing students to type their responses. 11. List the part(s) of the task you would like scored: All partsincluding the comprehensiveness and limitations on the material assessed, the effectiveness of the format, and procedural aspects.
*Reminder: Bring any supporting documents that will assist students in
completing these tasks such as rubrics, additional handouts, graphic organizers, etc.