Introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Sterling, Va.
Stylus Publ.
2005
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 111-112) and index |
| Beschreibung: | ix, 131 p. ill. 26 cm |
| ISBN: | 9781579221157 1579221149 1579221157 |
Internformat
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| 245 | 1 | 0 | |a Introduction to rubrics |b an assessment tool to save grading time, convey effective feedback, and promote student learning |c Dannelle D. Stevens, Antonia Levi |
| 264 | 1 | |a Sterling, Va. |b Stylus Publ. |c 2005 | |
| 300 | |a ix, 131 p. |b ill. |c 26 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 111-112) and index | ||
| 650 | 4 | |a Classement et notation (Élèves et étudiants) | |
| 650 | 4 | |a Étudiants - Évaluation | |
| 650 | 4 | |a Grading and marking (Students) | |
| 650 | 4 | |a Students |x Rating of | |
| 700 | 1 | |a Levi, Antonia |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014277197&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
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Datensatz im Suchindex
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|---|---|
| adam_text | PREFACE CONTENTS VII PART I: AN INTRODUCTION TO RUBRICS 1 I. WHAT IS A
RUBRIC? DO YOU NEED A RUBRIC? WHAT ARE THE PARTS OF A RUBRIC?
PART-BY-PART DEVELOPMENT OF A RUBRIC PART 1: TASK DESCRIPTION PART 2:
SCALE PART 3: DIMENSIONS PART 4: DESCRIPTIONS OF THE DIMENSIONS CREATING
YOUR FIRST RUBRIC: IS IT WORTH THE TIME AND EFFORT? 2. WHY USE RUBRICS?
RUBRICS PROVIDE TIMELY FEEDBACK RUBRICS PREPARE STUDENTS TO USE DETAILED
FEEDBACK RUBRICS ENCOURAGE CRITICAL THINKING RUBRICS FACILITATE
COMMUNICATION WITH OTHERS RUBRICS HELP US TO REFINE OUR TEACHING SKILLS
RUBRICS LEVEL THE PLAYING FIELD CONCLUSION 3. HOW TO CONSTRUCT A RUBRIC
FOUR KEY STAGES IN CONSTRUCTING A RUBRIC STAGE 1: REFLECTING STAGE 2:
LISTING STAGE 3: GROUPING AND LABELING STAGE 4: APPLICATION CONSTRUCTION
OF A SCORING GUIDE RUBRIC CONSTRUCTION OF A THREE-TO-FIVE LEVEL RUBRIC
CONCLUSION 3 17 29 PART 11:RUBRIC CONSTRUCTION AND USE IN DIFFERENT
CONTEXTS 47 4. RUBRIC CONSTRUCTION AND THE CLASSROOM INVOLVING STUDENTS
IN RUBRIC CONSTRUCTION V 49 FIVE MODELS OF COLLABORATIVE RUBRIC
CONSTRUCTION 1. THE PRESENTATION MODEL 2. THE FEEDBACK MODEL 3. THE
PASS-THE-HAT MODEL 4. THE POST-IT* MODEL 5. THE 4X4 MODEL CONCLUSION 5.
RUBRIC CONSTRUCTION WITH OTHERS: TEACHING ASSISTANTS, TUTORS, OR
COLLEAGUES 65 INVOLVING TEACHING ASSISTANTS IN RUBRIC CONSTRUCTION
INVOLVING TUTORIAL STAFF IN RUBRIC CONSTRUCTION INVOLVING COLLEAGUES IN
RUBRIC CONSTRUCTION CONCLUSION 6. GRADING WITH RUBRICS 73 PERFORMANCE
ANCHORS: BEING CONSISTENT AND FOCUSED DETAILED, FORMATIVE FEEDBACK:
GAINING SPEED INDIVIDUALIZED, FLEXIBLE FEEDBACK: A TRADE-OFF SUMMATIVE
FEEDBACK: ASSIGNING GRADES GRADING OUR OWN TEACHING METHODS EVALUATING
OUR OWN RUBRICS: METARUBRICS CONCLUSION 7. VARIATIONS ON THE THEME
DISCIPIINE-SPECIFIC RUBRICS SCIENCE: LABORATORY WORK BUSINESS
MANAGEMENT: CLASSROOM PARTICIPATION GRAPHICS DESIGN: PORTFOLIO REVIEW
RUBRICS FOR ASSIGNMENTS DONE IN STAGES: STAGED RUBRICS RESEARCH PAPER
RUBRIC BOOK REVIEW RUBRIC SEVERAL RUBRICS FOR ONE ASSIGNMENT: MULTIPLE
RUBRICS CONCLUSION 95 REFERENCES 111 APPENDICES 113 A. BLANK RUBRIC
FORMAT FOR A THREE-LEVEL RUBRIC B. BLANK RUBRIC FORMAT FOR A FOUR-LEVEL
RUBRIC C. BLANK RUBRIC FORMAT FOR A FOUR-LEVEL RUBRIC, LANDSCAPE FORMAT
D. BLANK RUBRIC FORMAT FOR A SCORING GUIDE RUBRIC E. INTERVIEW ANALYSIS
PAPER SCORING GUIDE RUBRIC F. LEADING A CLASS DISCUSSION SCORING GUIDE
RUBRIC G. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC: ETHICAL
ISSUES H. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC: HOLISTIC
CRITICAL THINKING I. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC:
QUANTITATIVE LITERACY J. PORTLAND STATE UNIVERSITY STUDIES PROGRAM
RUBRIC: WRITING K. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC:
DIVERSITY L. WEB SITE INFORMATION FOR INTRODUCTION TO RUBRICS
HTTP://STYLUSPUB .COM/RESOURCES/INTRODUCTIONTORUBRICS.ASPX INDEX 129
|
| adam_txt |
PREFACE CONTENTS VII PART I: AN INTRODUCTION TO RUBRICS 1 I. WHAT IS A
RUBRIC? DO YOU NEED A RUBRIC? WHAT ARE THE PARTS OF A RUBRIC?
PART-BY-PART DEVELOPMENT OF A RUBRIC PART 1: TASK DESCRIPTION PART 2:
SCALE PART 3: DIMENSIONS PART 4: DESCRIPTIONS OF THE DIMENSIONS CREATING
YOUR FIRST RUBRIC: IS IT WORTH THE TIME AND EFFORT? 2. WHY USE RUBRICS?
RUBRICS PROVIDE TIMELY FEEDBACK RUBRICS PREPARE STUDENTS TO USE DETAILED
FEEDBACK RUBRICS ENCOURAGE CRITICAL THINKING RUBRICS FACILITATE
COMMUNICATION WITH OTHERS RUBRICS HELP US TO REFINE OUR TEACHING SKILLS
RUBRICS LEVEL THE PLAYING FIELD CONCLUSION 3. HOW TO CONSTRUCT A RUBRIC
FOUR KEY STAGES IN CONSTRUCTING A RUBRIC STAGE 1: REFLECTING STAGE 2:
LISTING STAGE 3: GROUPING AND LABELING STAGE 4: APPLICATION CONSTRUCTION
OF A SCORING GUIDE RUBRIC CONSTRUCTION OF A THREE-TO-FIVE LEVEL RUBRIC
CONCLUSION 3 17 29 PART 11:RUBRIC CONSTRUCTION AND USE IN DIFFERENT
CONTEXTS 47 4. RUBRIC CONSTRUCTION AND THE CLASSROOM INVOLVING STUDENTS
IN RUBRIC CONSTRUCTION V 49 FIVE MODELS OF COLLABORATIVE RUBRIC
CONSTRUCTION 1. THE PRESENTATION MODEL 2. THE FEEDBACK MODEL 3. THE
PASS-THE-HAT MODEL 4. THE POST-IT* MODEL 5. THE 4X4 MODEL CONCLUSION 5.
RUBRIC CONSTRUCTION WITH OTHERS: TEACHING ASSISTANTS, TUTORS, OR
COLLEAGUES 65 INVOLVING TEACHING ASSISTANTS IN RUBRIC CONSTRUCTION
INVOLVING TUTORIAL STAFF IN RUBRIC CONSTRUCTION INVOLVING COLLEAGUES IN
RUBRIC CONSTRUCTION CONCLUSION 6. GRADING WITH RUBRICS 73 PERFORMANCE
ANCHORS: BEING CONSISTENT AND FOCUSED DETAILED, FORMATIVE FEEDBACK:
GAINING SPEED INDIVIDUALIZED, FLEXIBLE FEEDBACK: A TRADE-OFF SUMMATIVE
FEEDBACK: ASSIGNING GRADES GRADING OUR OWN TEACHING METHODS EVALUATING
OUR OWN RUBRICS: METARUBRICS CONCLUSION 7. VARIATIONS ON THE THEME
DISCIPIINE-SPECIFIC RUBRICS SCIENCE: LABORATORY WORK BUSINESS
MANAGEMENT: CLASSROOM PARTICIPATION GRAPHICS DESIGN: PORTFOLIO REVIEW
RUBRICS FOR ASSIGNMENTS DONE IN STAGES: "STAGED" RUBRICS RESEARCH PAPER
RUBRIC BOOK REVIEW RUBRIC SEVERAL RUBRICS FOR ONE ASSIGNMENT: "MULTIPLE"
RUBRICS CONCLUSION 95 REFERENCES 111 APPENDICES 113 A. BLANK RUBRIC
FORMAT FOR A THREE-LEVEL RUBRIC B. BLANK RUBRIC FORMAT FOR A FOUR-LEVEL
RUBRIC C. BLANK RUBRIC FORMAT FOR A FOUR-LEVEL RUBRIC, LANDSCAPE FORMAT
D. BLANK RUBRIC FORMAT FOR A SCORING GUIDE RUBRIC E. INTERVIEW ANALYSIS
PAPER SCORING GUIDE RUBRIC F. LEADING A CLASS DISCUSSION SCORING GUIDE
RUBRIC G. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC: ETHICAL
ISSUES H. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC: HOLISTIC
CRITICAL THINKING I. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC:
QUANTITATIVE LITERACY J. PORTLAND STATE UNIVERSITY STUDIES PROGRAM
RUBRIC: WRITING K. PORTLAND STATE UNIVERSITY STUDIES PROGRAM RUBRIC:
DIVERSITY L. WEB SITE INFORMATION FOR INTRODUCTION TO RUBRICS
HTTP://STYLUSPUB .COM/RESOURCES/INTRODUCTIONTORUBRICS.ASPX INDEX 129 |
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| spelling | Stevens, Dannelle D. Verfasser aut Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi Sterling, Va. Stylus Publ. 2005 ix, 131 p. ill. 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 111-112) and index Classement et notation (Élèves et étudiants) Étudiants - Évaluation Grading and marking (Students) Students Rating of Levi, Antonia Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014277197&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Stevens, Dannelle D. Levi, Antonia Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Classement et notation (Élèves et étudiants) Étudiants - Évaluation Grading and marking (Students) Students Rating of |
| title | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_auth | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_exact_search | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_exact_search_txtP | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning |
| title_full | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi |
| title_fullStr | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi |
| title_full_unstemmed | Introduction to rubrics an assessment tool to save grading time, convey effective feedback, and promote student learning Dannelle D. Stevens, Antonia Levi |
| title_short | Introduction to rubrics |
| title_sort | introduction to rubrics an assessment tool to save grading time convey effective feedback and promote student learning |
| title_sub | an assessment tool to save grading time, convey effective feedback, and promote student learning |
| topic | Classement et notation (Élèves et étudiants) Étudiants - Évaluation Grading and marking (Students) Students Rating of |
| topic_facet | Classement et notation (Élèves et étudiants) Étudiants - Évaluation Grading and marking (Students) Students Rating of |
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