Assessment for Learning
A blog for busy K-16 educators where we share ideas, strategies, and best assessment practices
that move the learning forward.
Cathy Box, PhD
that move the learning forward.
Cathy Box, PhD
Another way to make the learning targets clear to your students is to provide examples of strong and weak work. What quality work looks like should never be a secret. Have you ever assigned a project for your students and the work they submitted was way below par? It's possible that the learning targets and criteria for success were not clear. Remember - it's about helping students learn the concepts with depth and to the best of their ability. So show them examples! I use this strategy with writing assignments and the quality of work has gone WAY up and my time spent grading and providing feedback has gone WAY down! It's a win/win.
After you have converted your competencies or standards into user-friendly language, do the same for the rubric you'll be using (and you do use rubrics for projects, right?)
1. Identify words and phrases in the adult version of the rubric that your students might not understand. Convert the definitions into wording your students will understand.
2. Phrase the student-friendly version in the first person.
3. To introduce the language of the rubric to students: Ask students to work in groups to brainstorm ideas to answer the question “What do you think a good _______________(your assignment) looks like?” “What skills would it require to complete?” (You may need to prompt them to remember similar assignments in the past – what made them successful, or what was a stumbling block.)
4. Record their responses on the board. Keep the list in their language – don’t paraphrase it.
5. Tell students that they have developed a good list or set of criteria, and that they have done exactly what teachers and other content experts do when they are creating a rubric to judge an assignment. Tell them that their list includes many of the same characteristics on the experts list.
6. Show them examples of strong and weak work. Let students work in groups to extend their list.
7. Record their responses on the board.
8. Introduce the “expert” rubric and have students match their list to the expert list. Describe criteria that students had not included on their list. In so doing students identify what they already know, link the descriptions of quality to the language of the scoring guide, and realize that the concepts on the rubric are not totally foreign to them.
Remember that students should have a rubric that clearly describes quality work before they begin the assignment. Then let students practice by using the rubric on examples of strong and weak work as described in Step II.
This is a powerful strategy that lets students practice using the rubrics and helps them see what real quality looks like and what is expected. The conversation that ensues as a result of this activity is priceless.
Make sure that all samples of strong and weak work are completely anonymous. You may want to ask students for permission to use their work as a teaching example and then save it for next year, trade with another teacher, or use with a different class, but be sure to black out the students name. Or create your own examples, inserting the kind of errors students typically make.
1. Students work independently at first – this is not an exercise in offering peer feedback. That process comes later.
2. Distribute the student-friendly rubric. If possible, focus on one trait at a time.
3. Begin with a strong example (but don’t tell them it’s strong) and distribute or display the sample. Read it aloud if appropriate.
4. Ask students to score the example independently. After students have had the opportunity to settle on a score individually, ask them to work in small groups to discuss their judgments and the reasons why, using the language of the scoring rubric. ***This is very important. The purpose for the activity is to deepen their understanding of the scoring rubric, so as they are discussing, walk around the class reinforcing students’ use of the rubric’s language and concepts to support their judgments.
5. Next, ask students to vote as a class and tally their choices: How many gave this a 1? A 2? A 3?, etc. Ask for volunteers to share what score they gave and why. Encourage them to use language from the rubric. Refrain from expressing your opinion at this time.
6. After all groups have spoken, share the score that you would give it and justify your rating.
7. Complete the process again with examples of weak work.
Now have your students complete their own assignment using the rubric. The quality of work will improve greatly, now that they know exactly what quality does and does not look like. YES it takes time, but it is worth it.
Adapted from Seven Strategies of Assessment for Learning by Jan Chappuis. 2009 by Cathy Box, Lubbock Christian University
9/5/2016 08:49:16 am
The way I find these strategies working in a secondary music room is allowing students to listen to the same piece being performed by different ensembles. The students could discuss what they hear and help identify what criteria makes a performance strong or weak. This is a fantastic strategy for music educators to use because it encourages students to develop their ears and decide for themselves what makes music better for the listener. Once the students discover these elements (dynamics, vowel unification, supported tone, etc), they are more conscious of them in their own rehearsing and performance. I believe that if a teacher fails to carefully discuss the criteria for beautiful music, the students do not have a clear understanding what what is expected of them, thus making the rehearsing process less productive.
9/8/2016 08:50:14 pm
While reading your reply, I found that this idea of using this strategy in the music room could help me greatly in understanding and presenting my own idea of this strategy within my own classroom.
9/6/2016 05:11:49 pm
I like this strategy becomes it takes students from "my teacher told me my work was/was not good" to "this is how my work can be improved. In an English classroom, I would use this strategy with essay writing. By looking objectively at other pieces of writing, students will be better equipped to objectively revise their own writing. Instead of asking themselves if they have filled up the page, they will be able to consider the quality of their work. Does their thesis statement adequately summarize the message of their paper. Does the introduction draw readers in?
9/7/2016 09:20:12 am
YES! I actually had the idea to do this in my classroom, I talked it over with my teacher and she agreed it was a great idea. We are going to do it next week. We took a quiz last week and the students were required to write a short answer response, I took examples from those and rewrote them in my handwriting and without names. I am going to give the students a rubric that teachers use when scoring the short answer response, talk about it, then pass out the examples of strong and weak work for them to score on there own. The only thing that didn't occur to me (and it should have) is putting the rubric into student friendly language. Sometimes those rubrics are hard for me to understand so I can only imagine how my students would feel if I passed them out in their original form. I also hadn't thought about having them discuss their results in a group before we discuss them as a class. . . I will put those two things into my lesson. I am very excited to see how my students' writing improves after we finish this activity!
9/8/2016 04:19:45 pm
Connie, I am very excited to see how you were already thinking about this strategy before we learned about it!! I hope this lesson helps your students on their project, and I hope you share your experience with us once it is done.
9/7/2016 12:36:24 pm
This is an awesome strategy that we actually used this morning with essays. Students did not realize, however, that they were grading their own essay. They knew that they were scoring it, of course, but they did not realize that the score they gave themselves is the score we are putting in the grade book. Unless, of course, it is way out of line from what we originally scored it.
9/10/2016 04:01:40 pm
I love the idea of having the students grade their own work. I think it will help them to self-asses and look at how much more they put into it. I also think it will help them to see their grade as well knowing how well you did can motivate you to be better the next time. I also think it would help you to identify any misunderstanding or probloms that you students are having.
9/7/2016 07:22:00 pm
As a future science educator this strategy is a perfect strategy to cooperate with the many projects science may involve. This strategy will help my future students know what bad and good work looks like before they began any big assignment. It will take any stress away from a student who may feel overwhelmed, because they have no idea where to begin or what is really expected of them. If I am being honest, I have always realized that a rubric is just another paper added to their assignment and most of the time students do not even read or understand it. Providing them with the opportunity to let them see example and grade the project on their own is a great idea, so that they can be guided in the right direction with less confusion.
9/8/2016 08:55:28 am
Most of the time when it comes to an assignment the students are always wondering what is expected of them or what theirs is supposed to look like. I believe that following through these steps and doing this within the classroom with the students would help them to see and understand what would make a quality assignment and what a not so good one would look like. Putting their own ideas out there will make them feel important and understand on a greater level what a great assignment should entail. For me, seeing examples of a well written paper for example, or any example of a well done assignment vs. one that has not been done correctly would help me in determining the requirements for the assignment I am to complete.
Students should always know what quality work looks like. For some reason, many teachers don't want students to see someone else's work. I love letting them see what is expected. I recommend keeping examples of strong and weak work this year that you can use next year...
9/8/2016 08:59:19 pm
Through this strategy, I have found that I may use this strategy within my own classroom as well. Through this idea of exploring such variations in student's recordings, I asked, "how could I do this in an art class?" In addition, I feel that with a given rubric, one might expect criteria like: craftsmanship, participation (taking your time), and goals met (such as cross-hatching, pattern, etc.). With the expression of quality work and incomplete work, one may understand the correct distinction between the two. This idea of understanding (while art may be extremely vague to many students) being present will be absolutely important in order for students to further understand such expectations.
1/27/2017 05:04:36 pm
As you observe and teach in the classroom, what questions should you be asking about student understandings of the learning targets? What questions should your students be asking about the learning targets? What are the consequences associated with the failure or the ability of the teacher to make learning targets clear? Give specific examples from your experiences in the classroom.
1/27/2017 05:09:14 pm
Keep in mind this is in the elementary setting. For secondary schooling students should be provided with a clear rubric and examples of Great projects, Medium/satisfactory projects, and poor projects. They will go through critique processing and more. The rubric works well at elementary but does not mean as much to the students (at least from my understanding and observance)
1/28/2017 02:01:00 pm
I like this strategy when it comes to making rubrics because it gives the students this sense of ownership in their work. Then once they have the rubric that they helped to create they can assess what is expected of them by grading someone else's work from a previous year that you have already graded and know how it should be graded. Then going over how the students graded each paper using the rubric and discussing why they chose that grade is perfect. I would totally use this on projects in my math class. This will help them see that "end goal" and know exactly what is expected of them.
1/28/2017 08:22:01 pm
I see how having a rubric and allowing the students to see and assess strong and weak work can definitely make the learning targets more clear and make them feel more prepared to complete the assignment/activity. I like the idea of using a rubric in my math classes. The Seven Strategies book provides mathematical rubric criteria which could pretty easily be used to help produce a student-friendly rubric which aligns with specific learning targets. I never would have thought of using first person wording, but I understand how that can make a difference with students. I feel like using this method would also force me as a teacher to come up with more engaging, real-world learning activities/projects for my students. Hopefully, I can implement this strategy soon.
1/29/2017 06:56:13 am
Working with a clear rubric is totally necessary in the art classroom. Examples of strong and weak work make total sense. In designing a new art project I will complete the assignment several times to gauge difficulty, time and materials required. By creating both good a poor examples, the student can then see the goal in clear sight and know what not to do. The handout rubric lists criteria but what do those look like? with several examples on hand both a written and physical example are present and right in sight. Clarity is king.
1/29/2017 04:20:22 pm
We need to be asking what we want our students to be able to do and what kind of work we are looking for. Students need to be able to ask what is required of them and how they can achieve what is required. When the teacher does not make the requirements clear, most of the work will be below par for what they teacher was wanting/ expecting. In order for the work to be up to the teacher's standards, the teacher must make those standards clear. My teacher always goes over example problems with them to show exactly how she wants the problem worked and how to show their work. When it is not done correctly she has them redo it.
1/29/2017 05:07:52 pm
What questions should you be asking about student understandings of the learning targets? Presentation of clear and understandable learning targets tells students "Where am I going?", whereas using examples of strong and weak work helps to make the learning targets concrete by showing or helping them determine what success should look like. I first need to ask myself what type of learning targets I will be teaching and their corresponding assessment methods, in order to determine how to best utilize the strategy of using examples of strong and weak work. Does it make sense to use selected response items? Written response? Rubrics? Then, I need to consider who I will gather the samples to use. Can I find samples from the district or state? Do I have permission to use samples of student work? Should I create my own examples?
1/29/2017 06:01:33 pm
By allowing students to see good and bad work before and after they finish an assignment, teachers are able to give very direct instructions on what they expect, common mistakes, and where they can really achieve. By showing examples teachers can negate giving the same feedback to dozens of students and can instead give immediate feedback and how to fix the common issue in front of the class saving time and effort. Also, many students can read a list of requirements and expectations and still be "lost" as far as how to complete the assignment or what is expected form them. By seeing an example of what is good and bad, these students are able to much easier construct a mental image of what they should and should not do for the assignment.
1/30/2017 06:54:54 pm
We should be asking ourselves, "What do I want kind of work do I want my students completing and how will they be able to understand the different successes granted for their work?" Then we have to be able to provide those examples to show what is considered good, bad, or okay work. This will allow students to compare their work to the examples and be able to build on where they are at. It's a great strategy because it allows for clarification for the feedback provided. As the teacher, we must be adamant about showing the examples before and after. The before allows students to set their thoughts on what they should accomplish as they work. The after allows them to not only understand the feedback but see if they were successful in reaching their goal. These are used as learning targets that they can question to keep on the track of creating "good" work. All of this is centered around clarity of what is wanted at the end. There isn't any confusion or guessing at what is being asked to do for the students. If the teacher isn't clear with the expectations or even the examples of all the types of work, then the students will still have no clue as to what they should set their work goal to.
1/30/2017 06:57:07 pm
I really like the idea of teachers using rubrics for their assignments. Teachers can create rubrics for almost any assignment that they assign to their students. It is also a good idea for students to have example of good and bad work that involve the use of rubrics because it gives the students and "end goal." Students are able to see what's expected of them, which is the key thing for them to be successful.
1/30/2017 09:27:52 pm
Rubrics should have all the learning targets on it. What is the point of assessing if we aren't assessing what we "taught?" In the elementary music classroom, we haven't used rubrics as much as other methods of assessment. However, in secondary music rooms, rubrics are the core of grading. All competitions use them to score for sweepstakes and other awards. I do think it is important to share these criteria, in student-friendly terms, what the judges expect. It might also be prudent to actually look up examples of other choirs from previous years doing the same pieces and have them score on their own rubric. This can be done in elementary schools with some elements, but I haven't seen it. Once students understand what "good" is, they have a model towards which they can strive. The hope is that the rubrics will instigate student questions about what they are expected to do and how they will know they have accomplished the goal. In a way, it seems as if rubrics are just another way of presenting the learning targets, because essentially that is what they are, just a different format. Strong and weak work go hand-in-hand with learning targets in that the students may be able to tell you what their goal is and how they know they have reached it, but strong and weak work give them tangible ways to understand what that really looks like. By depriving students of examples of work that has and has not fulfilled the learning targets, we miss an opportunity for our students to gain a complete understanding of what we expect and what they should expect from themselves.
1/31/2017 09:55:14 am
I think rubrics are a great way for students to know what they should be focusing on. I especially like when teachers make the rubric with the students and they get to have that discussion about why certain areas should be weighted more than others. I think students become more engaged in the learning and are more willing to participate in an activity that has a rubric. It may not always be convenient for the teacher to discuss with each class a rubric for a multitude of assignments, but for the big projects that student engagement and participation is crucial a rubric is a great tool to use.
1/31/2017 08:35:51 pm
The consequences of not creating good formative evaluations and grading criteria can negatively affect the students as well as the teacher's judgement of the students. If the teacher is looking to assess the wrong things then they may miss gaps in knowledge or areas that students may be weak in. It is important in creating a rubric or any other grading scale to be both thorough and clear. The teacher should look to have student input as well as explain and model good examples as well as bad examples. If the rubric is unclear and students do poorly they can suffer. The students may lose intrinsic motivation and see their poor performance as an indicator and/or reflection of their ability or rather inability. I have seen it a couple times while observing where I hear a kid say "I'm just not good at English", and think to myself maybe if the instruction or assessment were different this student could be helped and motivated.
Laura Lynn Sims
2/1/2017 03:49:01 am
When designing a rubric it is important that aligns with the LT the student needs to achieve on their project or assignment. The use of using a strong and weak example of work can help the student differentiate the importance in each work and also what makes up a good piece of work. I know that if we talk through a rubric before using it there is less confusion on what the teacher wants and what the students may be reading between the lines.
2/1/2017 04:30:34 am
Rubrics are very important to the classroom. Student understanding of what good and bad work is can help prevent future errors and push students to greater achievement. The teachers that I have seen that help students understand and see what good versus bad work is are English teachers. I remember as early as third grade, we looked at good and bad responses to TAKS-style prompts, some at the very high achievement scale, and others at the low end of the scale. This helped us see what was expected of us as students. It gave a quick self-check as we could see, does my paper sound more like this one or this one?
2/1/2017 08:54:53 am
In my clinical teaching class, we just got done with our y=mx+b “Eighteen Flavors of Ice-Cream” project. Before starting the project, we provided a rubric with the expectations for every grade written in detail. We went over this rubric as a class, and students had their own copy at every stage of the project. Students also got to see an example of what a strong poster looks like. Students did well for the most part, but I still noticed many of the same mistakes as I graded the posters. If I teach this project again, I will also provide examples of weak work. Students saw strong work and what it looked like, but not examples of common mistakes. Seeing those would definitely had made my students a lot more successful! I also like the idea of having students grade sample posters. It does take up a lot of time, but the work would definitely improve!
2/1/2017 11:20:31 am
I can see how having a rubric would be useful in music. Students in music are judged by them for many different competitions. I think it would be a great idea to show them the exact "judging sheets" that will be used. If they know what is expected, they can focus on each target. I was asked to grade students on their scales, and they would have questions for me beforehand about what they should do. All they knew was to play them. There could have been a list of criteria that they could have used to clear up misunderstandings they had.
1/28/2018 06:55:40 pm
Keeping students in the know is very important to their education. If they know what they are supposed to be looking for, and what they are learning, then they can take control of their own education. Seeing the good and bad examples, and forming a rubric from prior knowledge, helps the students make those connections. Students should be able to question about what they are learning, and if they don't see the connection, they can ask about the relationship between what they are learning and what they need to learn. They have the power over their own education, which means they can become life long learners; knowledge is power.
1/30/2018 06:25:20 am
This discussion has me thinking outside of the box. It is not "normal" to have assigned projects or use rubrics in an elementary music classroom. I do, however, connect with what was said about demonstrating for our students and showing them a good example. That is how students learn in a music classroom. The teacher demonstrates, whether it be a rhythm, a pitch, a game, a song, and the students repeat. Demonstration is honestly our most reliable form of teaching. An example of an activity that I could designate as a project is my 5th graders and their recorders. Throughout the year they learn how to play the recorder and there are different color of belts they can get for their recorder if they keep testing up. I could definitely incorporate a rubric for this, including the different levels they have to pass to reach a new belt. My music students also know how to compose their own rhythms and I could include a rubric for that and make it a project of its own.
1/30/2018 05:37:24 pm
As a student i always loved to have a rubric because that way i knew exactly what the teacher was looking for in my work and that would take so much of the stress out of actually doing the project. Something that is fresh in my mind with this topic is in methods when we were beginning to finish up our two week units and Dr Box had us "grade" the old units using the same rubric that she was going to use to grade our own, that was one of the more stressful things i have had to do in college and seemed like it would be impossible to actually get all that needed to be done, done but being able to see an actual finished product made it seem much easier. That is something that i really want to try to do with my students this semester, along with creating the rubric as a class!
1/31/2018 04:43:31 am
I thought of this experience as well. I understand how you felt because I also wondered how I could get all of this completed in such a short amount of time. It was a stressful experience, but it was also comforting knowing that other people were able to successfully complete and create examples of strong unit lesson plans. From seeing these examples, I know that I turned in a better quality of work than I would have if I hadn't seen these examples.
1/30/2018 06:34:42 pm
In a sense, I did something similar for my two-week unit for the Evaluation step. I showed my students excellent, okay, and poor examples of choirs singing the songs that I was at the time teaching them. They would watch the choir sing and evaluate them. I created the evaluation papers they used. After doing this for two weeks, I recorded them and they evaluated themselves. I feel I could still use this in my classroom without all five E's. By allowing the students to help make their own rubric, I feel this gives them a sense of control of their learning. This also tells them exactly what they are looking for, no loopholes. As a student, I would have LOVED having this in all of my classes. This would have helped me form an understanding of what was wanted of me, but also I would have been directly involved in evaluating my own work and/or others work. This is a great way to show students how high the teacher's expectations are and exactly what is expected of each individual student. Using the example above, I would have to adapt a little for music, but honestly, this works for ALL classrooms.
1/31/2018 09:53:26 am
I find it really neat that you use this technique in music. I now this sounds dumb, but due to my naivety when it comes to music, I assumed that grading things such as choir wouldn't use a rubric. I love seeing how you use this technique in your classroom! It only validates the importance of rubrics for student understanding.
1/31/2018 12:37:58 pm
Showing examples is crucial for performance based classes. I find that in theatre things can seem very subjective and giving students examples of strong performances can be one of the most helpful things for the.
1/31/2018 04:33:26 am
I think that most people generally want to be recognized for their hard work. By showing students examples of strong and weak work, the students might strive to complete and perfect their assignment knowing that they too could be used as an example.This strategy also shows them exactly what is expected of them. While planning my lessons, I found a strategy that I would love to include, called pick up the slip up. The students are basically given an assignment to "grade", and they have to determine if the "student" correctly worked through the problem, While reading this blog post, I couldn't help but refer back to this strategy. I am excited to try these strategies in my classroom.
1/31/2018 05:41:14 am
A "pick up the slip up" sounds really interesting. Would a rubric be given with the slip, or will students go with their gut and then go over it with the teacher later to see and understand why a different grade might be given?
1/31/2018 09:49:55 am
So this blog really got me thinking about the lessons that I will be planning for next week and one of my formal observations. Two weeks ago, all of the students took their English Benchmark. After grading the written essays, it became obvious that the students did not truly understand the prompt, and several students, who would normally score very high on their written portion, were making a 1-2 on their essays. In order to improve the student's comprehension of the expectations of what their writing should include, I am developing a lesson where the students in groups analyze the STAR test's rubric for the essay portion. Using 1-3 words, the students must write in their own word what they believe each criteria to mean. (there are about 8 bullet points in which they must interpret and put into their own words). The categories include organization/progression, development of ideas, and use of language.conventions. After making posters with their defined rubric, we will then go over fellow anonymous classmates (in other classes) papers and score them according to their rubric standards. Once this has been accomplished, they will then have the opportunity to review a partner's paper and write the glows and grows of that paper. After they have reviewed a partners, then they will receive their paper back with its grows and glows. Then, they will come up with ways they could improve their writing and change/improve their score. To answer the question of what the consequences might be if the learning objectives/assignment is unclear, the answer lies in the initial writing scores, they were poor based on the sole fact that they lacked understanding what was expected of them in the first place.
1/31/2018 10:05:13 am
Even though this is more work for the teacher, I am seeing how it would be so beneficial to students. My students are currently working on a project, without a rubric I might add, and they do not know what a fully completed project looks like. They finish up with hardly any words written but in their mind they have written something under each question so that equals completion. I wish we had shown them examples of each criteria of the project and kept them somewhere where they could use them as a reference. I have a lot of very confused students and I have no idea what the grading will look like. After reading this, I've noticed that after I explain something to the students I ask them if they understand without having them show me that they do. I just take their word and let them run along. I need to be better about having them walk me through what I just did or have them explain it back to me and the purpose which it serves.
1/31/2018 10:44:07 am
We just had a lesson which incorporated creating an outline. One thing I was sure to do was to give them an example of good work. One thing I should have done, and which would have been helpful, was to also give them an example of a bad outline. With the two to compare, it would have really helped them to see the differences and make connections. A rubric would have also been a very effective tool for the students to use, and for me to use, when grading their outlines. The process included going over the expectations with them as a class, and what a good outline looks like. Then, splitting them into pairs to create their own outlines. During and after that, I gave feedback to them. And finally, we came together as a class to make an outline together. I feel like it was an effective lesson, but a rubric and an example of a bad outline would have helped tremendously.
1/31/2018 11:17:19 am
My 8th grade Spanish class just finished a project. Each group was assigned a Spanish-speaking country and they had to create a poster board with information of that food that country eats. When I assigned the project I gave each student the requirements for the project and the rubric I was going to be using to grade it. While the students were working I had a lot of questions and it made realize that I failed to give them a clear picture of what was expected, especially after I read this blog post. I plan to use this project in my future classes because it was really interesting and the student's learned a lot about the different cultures. For next time, now I know, to give my students a clear picture of what is expected. I will have student examples to show them, great work and bad work, and I will provide the rubric in kid-friendly language.
1/31/2018 12:36:00 pm
Critiquing examples of strong and weak work was something that I did in my two week unit classes. In those classes, we were doing a unit on creating character. Within this unit, the students had learned about how to create character through voice, movement, and analysis of the script. Towards the end of the unit, I had my students watch youtube videos of famous character performances from movies and tv and they had to discuss what encompassed a strong character performance and what encompassed a weak performance. We then went through each video and the students had to respond to that given actors' portrayal and decide whether it was strong or weak. The students didn't know it at the time but what they had discussed ended up becoming the rubric for their own performances, and they judged themselves based on the same criteria as they had judged other actors. They had created the rubric, the understood what it meant, and they knew the expectations long before they themselves were performing it. Having them develop the rubric created strong performances and gave the students greater accountability to know what was expected of them.
1/31/2018 12:58:49 pm
I definitely, will incorporate showing examples of string and weak work before our next project. I will allow the kids to give me an example of what they think strong and weak work is. I believe that if if I give he students a chance to create their own rubric , the. They will know what work is expected of them, and how they will be graded / assessed upon it . Kind of like showing your kids the Learning Targets, my kids will know the end goal and can assess their work and progress accordingly.
9/3/2018 12:40:47 am
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2/11/2020 08:51:17 pm
Thank you for sharing this process! I will share this with my department as we tackle Sr. Research. This project is always stressful for our students and I believe it is partly due to the lack of understanding what's expected of them. Providing examples of "good" or "poor" work will allow them to regulate their learning process as the work toward their final draft.
2/18/2020 10:59:22 am
I have used good and bad examples in the writing required in chemistry, lab reports and research projects. It really has been invaluable to show students what quality work and thought processes are. I always use this as a way to introduce the rubric rather than "going over" the rubric with them. This way they are reading the rubric because they need it to score the sample work. And it is always eye opening to them to see what I would score the paper. They often have misconceptions about what is good writing in chemistry.
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I am a former science teacher and currently work at Lubbock Christian University as the QEP Director and in the School of Education preparing future teachers. I am passionate about helping teachers find practical ways to improve learning!