Notes: November 7, 2003

November 7, 2002

Liz has a new e-mail address: LThreelw@aol.com

Electronic portfolios article:

We talked about some of the possibilities of electronic portfolios, such as using video to demonstrate the performance (multiple intelligences) of students. This course allow them to shine, like through sports or music. Also, it could be more motivating to students.

We also talked about the issue of security -- one way to help with this is to set up password protected folders within each teacher’s web site.

We also talked about what marvelous innovations Erica has made in using classroom-based assessment. She has started having kids chose work samples and using classroom behavior rubrics and the NAPE rubric. Next week, we would like to go see her classroom and see what she has done with assessment in her classroom. We would also like to go to Michael Sweeney and Karen Marberry’s classrooms.

Student choice and reflection needed to be included was also a big part. Sue talked about trying get student reflection into the cluster portfolio discussions.

Rachel brought up the issue of technology and that we need to be careful about how we introduce it. The same issue occurs with assessment -- we need to recognize that the start-up cost (in time, especially) is huge and it takes a while to see the results. It also, while not easier, is helpful for the students.

Whole group time:

Kristin brought a book of rubrics to share:

Wessels, John D., Birkholz, Clyde (1996). Rubrics and other tools for teaching quality. North Mankato, MN: Ten Sigma.

www.tensigma.org
1 (800) 657 3815
(507) 389-1772
Ten Sigma 1610 Commerce Dr. North Mankato, MN 56003

We saw number of interesting instruments in the book, but a number of them were more check lists and rating scales than real rubrics, as they did not provide descriptions of the different levels.

Kristin said that they took a rubric from the Wessels and Birkholz notebook and also used the six-trait rubric, and then modified it to use the NAPE levels.

Rachel raised a really important point -- that if a rubric isn’t in kid friendly language, then it isn’t really a rubric, because it can’t be used to teach the students what they need to do.
 
 

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