Make performance expectations clear
Formative assessments can provide stepping stones to the overall performance goals. As teachers introduce new concepts, a formative assessment of where students are at the beginning of the lesson can help them identify what areas they may need to focus on in order to reach the overall performance expectations for that unit. “Formative assessment is most effective when students have a clear idea of what teachers expect of them (Cauley and McMillan, 2010).
Rubrics are the best method to clearly communicate the teacher's expectations to the students. They are able to use these guidelines to develop personal goals, challenge themselves and better focus on the learning criteria (Goodwin and Hubbell, 2013). “Students who demonstrate an involvement or engagement in their educational experiences will have more powerful and purposeful learning outcomes” (Heller, et al., 2010, p.254). When done correctly (which usually means spending more time on them), rubrics can be very useful.
Rubrics are the best method to clearly communicate the teacher's expectations to the students. They are able to use these guidelines to develop personal goals, challenge themselves and better focus on the learning criteria (Goodwin and Hubbell, 2013). “Students who demonstrate an involvement or engagement in their educational experiences will have more powerful and purposeful learning outcomes” (Heller, et al., 2010, p.254). When done correctly (which usually means spending more time on them), rubrics can be very useful.
Resources
Examples of Rubrics
5 Features of a Highly Effective Rubric
Rubrics for Assignments in Online Courses
Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
5 Features of a Highly Effective Rubric
Rubrics for Assignments in Online Courses
Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
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References
Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House, 83(1), 1-6.
Heller, R. S., Beil, C., Dam, K., & Haerum, B. (2010). Student and faculty perceptions of engagement in engineering. Journal of Engineering Education,
99(3), 253-261.
Heller, R. S., Beil, C., Dam, K., & Haerum, B. (2010). Student and faculty perceptions of engagement in engineering. Journal of Engineering Education,
99(3), 253-261.