Mr. Kestel and Ms. Jensen each had their students develop electronic presentations using presentation software, to showcase their understanding of the insect unit they just completed. They worked together in developing a rubric to score the students written work and their class presentations. Each teacher then went to their respective classes to complete the development of the rubric, allowing
their students to add criteria for evaluation. Other teachers in their building thought this type of assessment was a waste of precious classroom time. Which argument best negates the other teacher's skepticism?
A) As long as we cover everything we're supposed to by the end of the year we can do what we want for assessment.
B) We teach for whole science, which means we expect our students to not only know the science content, but also develop essential attitudes, and participate in the processes of science.
C) Authentic assessment will have a hands-on, pictorial, and reflective component. By having our students demonstrate their understanding of the content with presentation software we provide our students with the opportunity to reflective on the insect unit using pictures and reflective statements that summarize their hands-on experiences. Good assessment also requires collaboration for construction and revision.
D) By having the students participate in the development of the rubric it provides ownership to the assessment.
F) None of the above offers a strong argument to counter the other teacher's comments.
C
You might also like to view...
James Banks (1997) developed a model that he used to guide teachers. Briefly discuss the five dimensions of multicultural education according to his model
What will be an ideal response?
In previous years, 11-year-old Polly didn't do very well in school because of an undiagnosed hearing impairment that often made it difficult to understand what her teacher and classmates were saying in class. She now wears a hearing aid that enables her to hear human voices normally. Yet even when her sixth-grade teachers are certain she has the ability to complete an assigned classroom task,
Polly is reluctant to do it, saying "I can't!" or simply procrastinating so much that it is impossible to complete the task in the allotted time. Simple efforts to motivate Polly, such as promising her free time to play her favorite video game on the class computer, rarely entice her into trying very hard. Which one of the following is the most likely explanation for Polly's apparent lack of motivation? a. Polly has missed the critical period for motivation, a three-year "window" in early childhood when intrinsic motivation emerges. b. Polly is the victim of internalized motivation. c. Physical disabilities tend to interfere with children's intrinsic motivation to learn. d. Polly's has a low self-efficacy for accomplishing classroom tasks.
A potential danger in increasing state funds for education includes the use of state monies used to supplant rather than supplement local monies for education
a. True b. False
Which statement is true concerning the comparison between the language of a normally developing child and one with a language disorder?
A) The sequence of development is similar, but milestones are reached at later years by the child with a disorder. B) The sequence of development is different, but milestones are reached at around the same ages. C) The sequence of development is different, and milestones are reached later by the child with a disorder. D) There is no developmental difference; they just sound different.