LT3: Individual Work on Reflective Paper for Assessment and Rubric Redesign

EDUC 456 – Assessment

Sandy Pryor
March 17, 2017
 REFLECTIVE PAPER FOR ASSESSMENT AND RUBRIC REDESIGN

The ‘Sex in the City’ working group was a perfect example of how group work should be
conducted. We were a cohesive group working towards a common goal. Usually, in group work
situations, parts of the assignment are divided between the participants and then slapped together
a few days before. This wasn’t the case for our group. We worked together on every step
through email, Google documents, texts and Adobe connect meetings. One evening we
discussed two lines from the paper for almost an hour! We still divided pieces into sections to be
completed, but then we came together to review and improve each part; this allowed for
conversation and deeper learning between us. We are four mature ladies, working on our second
career and the dedication to the group was evident by all. Every occasion that we met, all four of
us were in attendance. All three ladies work in the school system, so it was nice to be able to
draw on their experience to add to our discussions.
Our initial task was to find a rich and engaging task that also fit within the program of
studies and within the Framework for Student Learning - Ethical Citizens, Engaged Thinkers and
Entrepreneurial Spirit (Alberta Education, 2011). Through this exercise, it gave me a new
appreciation on how long it takes for teachers to plan lessons and what they need to think about
when searching for ideas. Although there are many resources and samples on the internet; it still
takes time to review the lesson plan and make it your own to fit your classroom. I feel more
confident creating a lesson plan going into my second practicum after this activity. We selected
the ‘Nature Walk’ as our task because of the connection to a real-life experience. Students were
asked to work in groups of three to discover and research local small animals of their choice.
This allows students to be active participants in their learning After this processes the students
were then ask to create a guide book to summarize their findings.
When planning future lesson plans and researching authentic task, I will now keep in
mind the 3 standards of intellectual quality that Newmann, Marks & Gamoran (1996) suggested:
“1) Construction of Knowledge 2) Disciplined inquiry 3) Value beyond school” (p.282).
Construction of Knowledge is creating tasks that involves the students and assist in the learning
process, not just students listening to the teacher deliver information. Students are inquiring,
questioning and learning through the task. Disciplined inquiry allows the students to build upon
their prior learning base while developing an in-depth knowledge and improving communication
skills. Tasks should also have value beyond school so students feel the lesson is worthwhile
(Newmann et al., 1996).
Through this class and assignment, I have a new appreciation for assessment.
Assessment is not something that happens at the end of the term with a final test. I’m a little
intimidated about the assessment processes now due to the amount of preparation that is
required. Assessment happens every day within each lesson. It’s not only a reflection of the
students learning, but it can be a motivational tool as well. I have always been fixated on marks
and have developed the skill to perform well on tests. After this course, I also see the importance
and value of Assessment for learning (Afl). Afl allows the teacher to improve the quality of their
instruction and builds students’ confidence, motivation and overall achievements (Stiggins &
Chappuis, 2006). Five key Afl strategies suggested by William (2011) that I will implement in
my classroom are 1) Explicit sharing of learning goals and success criteria 2) Effective
questioning 3) Quality feedback 4) Self-assessment 5) Peer assessment. I feel more confident
with my abilities to implement these strategies to make a better learning environment for my
future students.
Through the rubric redesign, I understand the value of having clear learning goals and
success criteria so students can have a good understanding of what they are striving for. In our
Nature Walk example, the description of the different levels of success were missing. We had to
select wording that was clear, positive and consistent across the different levels and that could
also be understood at a grade two level. Taking the time to write in the success descriptors and
reviewing other examples has improved my abilities in this area. As Koh 2011 stated “[h]igh-
quality rubrics help students understand and internalize the performance or success criteria which
leads to improved learning and higher quality of work or better performance” (p.41). I want to
set my students up for success and through the rubric the students will have a better
understanding of the learning expectations. Rubrics are not just to benefit the student, but as
Popham (1997) mentioned, rubrics are “…instructional illuminators. Appropriately designed
rubrics can make an enormous contribution to instructional quality” (p.4).
Assessment should be viewed in a positive light instead of the great ‘intimidator’. Low
grades or marks should not be used as a punishment. Guskey (2000) mentioned “low grades
more often cause students to withdraw from learning” (p.4). Instead he suggests to mark the
assignment as incomplete.
To assist students in their own learning we created a self and/or peer assessment rubric
within the Nature Walk task. Through the readings in the class as well as the first-hand
experience of reviewing other students work, I have a new-found appreciation for peer review. I
welcomed and encouraged peer review within my own assignments as I wanted to ensure I was
delivering the best product. Although I felt it was ‘cheating’ a bit as these comments for
improvement were not my ideas. I also found it difficult to critique other students work as I
didn’t want to disappoint them. Providing quality positive feedback, is something I need to work
on. As William (2011) mentioned “students acting as learning resources for each other can
promote a healthy learning environment in the day-today classroom” (p.7).
Working with the ‘Sex in the City’ ladies was a wonderful experience; we learned a lot
from each other. Through our discussions, I feel that I have solidified the material from this
course. I have a better understanding of the different tasks teachers must perform daily. This
experience will be useful in helping me navigate through my second field experience in two
weeks. Developing rich authentic tasks to assist with student engagement as well as creating
assessment plans of action will improve the classroom experience. I’m looking forward to being
a part of that!
 References

Alberta Education. (2011). Framework for student learning: Competencies for engaged thinkers and
ethical citizens with an entrepreneurial spirit. Alberta, Retrieved from
https://open.alberta.ca/publications/9780778596479

Alberta Education. (1996). Science Program of Studies. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?ProgramId=379983#511957

Guskey, T.R. (2000). Grading policies that work against standards…and how to fix them. NASSP
Bulletin, 84(620), 20-27. Retrieved from:
http://competencyworks.pbworks.com/w/file/fetch/70057525/Guskey-Article%20.pdf
Koh, K. (2011). Task design and rubric development for authentic and formative assessments. In K. Koh,
Improving teachers’ assessment literacy (p. 34-48). Singapore: Pearson.

Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance.
American Journal of Education, 104, 280-312. Retrieved from
http://www.jstor.org.ezproxy.ib.ucalgary.ca/stable/1085433

Popham, W. J. (1997). What’s wrong--and what’s right--with rubrics. Educational Leadership, 55(2), 1-7.
Retrieved from
http://ezproxy.lb.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a
9h&AN=9710146220&site=ehost-live

Stiggins, R., & Chappuis, J. (2006). What a difference a word makes. Assessment for learning
rather than assessment of learning helps student succeed. Journal of Staff Development,
27(1). Retrieved from http://ati.pearson.com/downloads/What-adifference-a-word-
makes.pdf

William, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.