4.10 assessment- Candidate integrates assessment consistently into instruction by 1) establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; 2) interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; 3) assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; and 4) explaining to students, parents, and others concerned with education how students are assessed.
For my Honors English 10 class, I used forms of assessment that allowed the students to be critical of their own and others' work in their debate groups. Groups of six were assigned to collaborate and form a debate plan strategy through research and discussion. They assigned each other subjects to research, Works Cited pages to create, and arguments to assemble. Afterword, I ask the students in each team to rate their own efficiency in finding, selecting, and applying material via Ohio Department of Education English Language Arts 10 Standards.
After they assessed themselves and the participants of their own groups, I asked the students to analyze and respond to the debate teams who were participating. On day one, groups one and two debated their topic, and groups three and four criticized their performances and strategies. On the second day, one and two criticized the debates of three and four.
After the debates, students received their criticisms from their fellow students and from me. The immediate feedback from their peers and from their instructor helped them shape their strategies and inform their strategies in future debates.
The grades given to individual students were based on three items: their evaluations of their groups and themselves, the spectating groups' critiques, and my grading rubric. Evaluation- Group and Self Name: _ Debate Proposal:_ Aff/Neg
Scoring Your Tasks
1. Not really 2. Kind of 3. More often than not 4. Definitely Researching your sources: Did you…? 1. Compare multiple sources on the same topic to filter out the best points
2. Choose the most effective information found in charts, tables, graphs, etc.
3. Analyze the source’s validity for accuracy, objectivity, publication date, etc.
Drafting argument: Did your group…?
1. Generate writing ideas and keep a list for reference
2. Assign tasks to each member for research
3. Use notes and outlines to plan your writing
4. Create an engaging introduction, body, and conclusion
5. Add/delete information and details to most effectively accomplish your purpose
Speech content: Did your group’s speech…? 1. Use questions that engage the reader
2. Provide clear and accurate perspective on the subject
3. Support points with facts, details, examples, and explanations from sources
4. Document sources and include a “Works Cited” page
How much effort and help did your group members contribute to formulating the debate?
1. Not much 2. A decent amount 3. A good amount 4. A vital amount
My Grading Rubric
Debate Preparation and Performance- 50 Points a. 15 points- Role in researching, drafting argument, supporting team (from rubric) b. 5 points- Citations c. 10 points- Enthusiasm (effort put forth); Character (attitude, performance) d. 5 points- Observed understanding of topic e. 10 points- Role in Cross-examination f. 5 points- Winning team
Spectator Critique Paper Outline: One paper for Affirmative and one for Negative- 40 Points__ 4. Excellent 3. Good 2. Not great 1. Poor
A. Rate and B. Provide specific and helpful commentary regarding the following:
4.10 assessment- Candidate integrates assessment consistently into instruction by 1) establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; 2) interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; 3) assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; and 4) explaining to students, parents, and others concerned with education how students are assessed.
For my Honors English 10 class, I used forms of assessment that allowed the students to be critical of their own and others' work in their debate groups. Groups of six were assigned to collaborate and form a debate plan strategy through research and discussion. They assigned each other subjects to research, Works Cited pages to create, and arguments to assemble. Afterword, I ask the students in each team to rate their own efficiency in finding, selecting, and applying material via Ohio Department of Education English Language Arts 10 Standards.
After they assessed themselves and the participants of their own groups, I asked the students to analyze and respond to the debate teams who were participating. On day one, groups one and two debated their topic, and groups three and four criticized their performances and strategies. On the second day, one and two criticized the debates of three and four.
After the debates, students received their criticisms from their fellow students and from me. The immediate feedback from their peers and from their instructor helped them shape their strategies and inform their strategies in future debates.
The grades given to individual students were based on three items: their evaluations of their groups and themselves, the spectating groups' critiques, and my grading rubric.
Evaluation- Group and Self
Name: _ Debate Proposal:_ Aff/Neg
Scoring Your Tasks
1. Not really 2. Kind of 3. More often than not 4. Definitely
Researching your sources: Did you…?
1. Compare multiple sources on the same topic to filter out the best points
2. Choose the most effective information found in charts, tables, graphs, etc.
3. Analyze the source’s validity for accuracy, objectivity, publication date, etc.
Drafting argument: Did your group…?
1. Generate writing ideas and keep a list for reference
2. Assign tasks to each member for research
3. Use notes and outlines to plan your writing
4. Create an engaging introduction, body, and conclusion
5. Add/delete information and details to most effectively accomplish your purpose
Speech content: Did your group’s speech…?
1. Use questions that engage the reader
2. Provide clear and accurate perspective on the subject
3. Support points with facts, details, examples, and explanations from sources
4. Document sources and include a “Works Cited” page
How much effort and help did your group members contribute to formulating the debate?
1. Not much 2. A decent amount 3. A good amount 4. A vital amount
Name:_ Score: _
Name:_ Score: _
Name:_ Score: _
Name:_ Score: _
Name:_ Score: _
Yourself: Score: _
My Grading Rubric
Debate Preparation and Performance- 50 Points
a. 15 points- Role in researching, drafting argument, supporting team (from rubric)
b. 5 points- Citations
c. 10 points- Enthusiasm (effort put forth); Character (attitude, performance)
d. 5 points- Observed understanding of topic
e. 10 points- Role in Cross-examination
f. 5 points- Winning team
Spectator Critique Paper Outline:
One paper for Affirmative and one for Negative- 40 Points__
4. Excellent 3. Good 2. Not great 1. Poor
A. Rate and B. Provide specific and helpful commentary regarding the following:
- 1. Presentation style (gestures, eye contact, enthusiasm)
- 2. Information (clarity, accuracy, thoroughness)
- 3. Use of facts/statistics (relevancy, effectiveness)
- 4. Understanding of topic
- 5. Organization
- 6. Rebuttal (accuracy, relevancy, strength)
- 7. Citations
Once debate is finished, answer:1. What were the 2 teams’ overall strengths and weaknesses?
2. In your opinion, who won? How closely?
3. What wasn’t addressed about the topic (what questions remain?)
4. Which side did you agree with before the debate?
5. Which do you agree with afterward? Why?