laurel 's List: T543

• the performance to be assessed should be  observable and measurable.
• For example, if  the criterion is that “Students will know the states of the union,” it may not  be clear what “know” means.

  • Also like understanding goals: be specific, but show potential for essential knowledge of the topic.
• Engaging students in a discussion about “What makes for a good speech” (or essay  or model or dance or…) can help them deepen and internalize their understanding  of the criteria for a quality performance in that particular area.
• If,  however, the primary purpose of the assessment is formative, or to give feedback  to learners to support them in improving their performance, then more  performance levels (and more performance criteria) give the learner more  specific information about the features of the performance that need attention.

  • We are talking more about formative assessments, no?
• making a holistic judgment

  • oh, yeah! Holistic vs. category-averaged grade determining--I remember this
• Rubrics guide instructional design and delivery.

  • Always, always focus on the goal! (a la UDL and Yvonne)
• a  rubric-maker faces a similar challenge in trying to design a rubric that is  neither too narrow nor too broad.

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