what help have scoring rubrics given you when there were no scoring yet,what did you use?
what help have scoring rubrics given you when there were no scoring yet,what did you use? Rubrics are multidimensional sets of scoring guidelines that can be used to provide consistency in evaluating student work. [ They spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. Rubrics are used from
the initiation to the completion of a student project. They provide a measurement system for specific tasks and are tailored to each project, so as the projects become more complex, so do the rubrics. Rubrics are great for students: they let students know what is expected of them, and demystify grades by clearly stating, in age-appropriate vocabulary, the expectations for a project. They also help students see that learning is about gaining specific skills (both in academic subjects and in problem-solving and life skills), and they give students the opportunity to do self-assessment to reflect on the learning process. Eeva Reeder with a group of studentsTeacher Eeva Reeder says using scoring rubrics "demystifies grades and helps students see that the whole object of schoolwork is attainment and refinement of problem-solving and life skills." Rubrics also help teachers authentically monitor a student's learning process and develop and revise a lesson plan. They provide a way for a student and a teacher to measure the quality of a body of work. When a student's assessment of his or her work and a teacher's assessment don't agree, they can schedule a conference to let the student explain his or her understanding of the content and justify the method of presentation. There are two common types of rubrics: team and project rubrics. ]
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what do you do/ what does your school to ensure the content validity of your periodic test?
Weegy: For example, suppose a test purports to measure mathematical knowledge and skills (step 1). [ Test users should decide what forms of consistency are most important (e.g., inter-rater agreement, stability), and then determine whether the test scores have reliability values greater than or equal to 0.80 (step 2). If the test has reasonable evidence of reliability, users should decide which forms of evidence are most salient. Achievement tests should have substantial evidence of test content (e.g., items should represent domains identified by the National Council of Teachers of Mathematics), internal structure (e.g., items purporting to measure common subdomains actually relate to each other), and relationships to other variables (e.g., the test correlates with other math tests). If the test also claims intended consequences (e.g., it will help plan educational interventions), then evidence showing how test scores enhance intervention selection, implementation, or outcomes should be provided. It should be noted that some domains (e.g., content) are more important than other domains (e.g., response processes). Finally, users should assess the evidence provided to judge the degree to which evidence supports the claims. Test reviews can be helpful, but test standards mandate that test users are personally responsible for ensuring that the tests they use have appropriate supporting evidence. Read more ; ] (More)
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