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Assignment 8 – 1: “Exemplars” website
I chose Science K-2 for my assessment activity. On my first attempt, I realized that I did not understand the rubric clearly
enough and therefore scored the assessment much more critically than I should have. On the two subsequent attempts, I was
able to score them correctly.
I tend to be strict in my scoring, but I also realize that if I am using someone else’s rubric that I must FULLY understand
what is being required before I begin. Having a clear target for both student and teacher is imperative. “Our goal always
is to be so clear about the attributes of good performance and so crisp and clean in our description of levels of proficiency
in the performance continuum that consistency in judgment will always be within reach.” (Stiggins, p. 144) Clarity and
focus is what we are requiring of our students, and therefore we should also require it of ourselves.
Such an exercise in scoring student “common” assessments in this manner would facilitate fair and accurate grading.
Our district held several workshop days where all teachers scored writing prompts. The Fine Arts teachers were included in
these scoring events, providing us with an insight to the very practice that we have experienced in this website. The use
of technology to facilitate this practice would be very beneficial. Providing opportunities for inter-rater scoring would
help to validate the assessment criteria.
Reference
Stiggins, Richard J (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson Education, Inc..
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