4SCORING RUBRIC FOR PARAGRAPH

WRITING
SCORING RUBRIC FOR COOPERATIVE
LEARNING ACTIVITY

Research on at least two forms of TOS. Between the two, which do you prefer?
2.
Copy one lesson objective from your Resource Teacher. Develop an appropriate and valid
quiz / test to measure attainment of that lesson objective.
3.
Following the new version of Blooms Taxonomy of Objectives, formulate a lesson objective
for each level and a corresponding valid test item.

Main idea
Topic
Sentence

ELA1.E.SW2D.03.01
Write a main idea and
support it with facts and
details

Strong main
idea/ topic
sentence is
clear, and is
restated in the
closing
sentence.

Adequate
main idea/
topic
sentence is
restated in
the closing
sentence.

Supporting
Details

ELA1.E.SW2B.03.03
Understand that the
supporting sentences in
a paragraph should work
together to tell more
about the main idea

Each paragraph
has three or
more
supporting
detail
sentences that
relate to the
main idea.

Each
paragraph
has two
supporting
detail
sentences
that relate to
the main
idea.

ELA1.E.SW2G.03.03
Use basic punctuation
correctly
ELA1.E.SW2G.03.06
Know and correctly spell
level appropriate high
frequency
wordsELA1.E.SW2G.03.10
Use correct verb tense
when writing

Contains few,
if any
punctuation,
capitalization,
and spelling
errors.

Contains
several errors
in
punctuation,
spelling or
grammar that
do not
interfere with
meaning.

Contains
many errors
in
punctuation,
spelling
and/or
grammar that
interferes
with
meaning.

ELA1.E.SW2G.03.01
Use correct letter
formation in print and
cursive

Legibly
handwritten
or typed
with no
distracting
errors.

Legibly
written,
easy to
read with
1-2
distracting
errors.

Several
distracting
errors that
make
portions
difficult to
read.

Observes
Basic
Writing
Conventions

Neatness

Main Idea/
topic
sentence is
unclear is
weakly
restated in
the closing
sentence.
Each
paragraph
has one
supporting
detail
sentence
that relates
to the main
idea.

Main Idea/
Topic
sentence is
unclear and
is not
restated in
the closing
sentence.
Each
Paragraph
has no
supporting
detail
sentences
that relate to
the main
idea.
Contains
many errors
in
punctuation,
spelling
and/or
grammar
that make
the piece
illegible.
Many
distracting
errors
making it
illegible.

cooperative

Best Practices for Grading

1.
2.
3.
4.
5.
6.
7.

Relate grading procedures to intended learning goals.

Use criterion-referenced standards as reference points to distribute grades.
Limit the valued attributes included in grades to individual achievement.
Sample student performance dont include all scores in grades.
Keep records so they can be updated easily.
Crunch numbers carefully if at all.
Use quality assessment(s) and properly recorded evidence of achievement.
8. Discuss/involve students in assessment, including grading, throughout the teaching/learning
process.

Points to Contemplate . . .
1. The principle limitation of any grading system that requires the teacher to assign one
number or letter to represent . . .learning is that one symbol can convey only one
meaning.
(Tombari and Borich, Authentic Assessment in the Classroom, Prentice Hall, 1999, p.213)
2. . . . grades often reflect a combination of achievement, progress, and other factors . . .This
tendency to collapse several independent elements into a single grade may blue their
meaning.
(Bailey, J. and McTighe, J., Reporting Achievement at the Secondary School Level: What
and How?, in T.R. Guskey (Ed.) ASCD, Alexandria, VA, 1996, p.121)
3. Reports on student progress and achievement should contain . . .information that indicates
academic progress and achievement for each course or subject area separate from
punctuality, attitude, behavior, effort, attendance, and work habits.
(Manitoba Education and Training. Reporting on Student progress and Achievement: A
Policy Handbook for Teachers, Administrators and Parents. Winnipeg, 1997, p.13)
4. The primary purpose of classroom assessments is to inform teaching and improve learning,
not to sort and select students or to justify a grade.

5. Evaluating Student Performance: Teachers Need To Use . . .

Diagnostic assessments which take place prior to instruction and are designed to
determine a students attitude, skills or knowledge in order to identify student needs.

Formative assessments which provide direction for improvement and/or adjustment to a

program for individual students or for a whole class (e.g., observation, quizzes, homework,
instructional questions, initial drafts/attempts).
Summative assessments/evaluations which provide information to be used in making a
judgment about a students achievement at the end of a sequence of instruction (e.g., final
drafts/attempts, tests, exams, assignments, projects, performances).
(Ken OConnor, Standards-Based Grading and Reporting: How to Grade for Learning
presentation, 2003.)

Formative Assessment
1. Firm evidence shows that formative assessment is an essential component of classroom
work and that its development can raise standards of achievement, Mr. Black and Mr.
William point out. Indeed, they know of no other way of raising standards for which such a
strong prima facie case can be made.
(Black, P. and Wiliam, D., Inside the Black Box, Phi Delta Kappan, October, 1998,
p.139)
2. Black and Wiliam Questions:
1. Does better formative assessment = higher test scores? YES
.5 to 1.0 Standard Deviation Gain
Largest gain for low achievers
2. Does formative assessment improve learning? YES
3. In effective schools one of the most consistent practices of successful teachers is the
provision of multiple opportunities to learn . . .The consequences for a student who fails to
meet a standard is not a low grade but rather the opportunity, indeed the requirement, to
resubmit his or her work.
(Reeves, D., Standards are Not Enough: Essential Transformations for School Success,
NASSP Bulletin, Dec. 2000, p.11)
4. The key, question is, What information provides the most accurate depiction of students
learning at this time? In nearly all cases, the answer is, The most current information. If
students demonstrate that past assessment information no longer accurately reflects their
learning, that information must be dropped and replaced by the new information.
Continuing to rely on past assessment data miscommunicates students learning.
(Guskey, Thomas R., (Editor). Communicating Student Learning The 1996 ASCD Yearbook,
ASCD, Alexandria, VA, 1996, p.21)

Summative Assessments
1. . . . students often say, I have to get a B on the final to pass this course. But does that
make sense? If a final examination is truly comprehensive and students scores accurately
reflect what they have learned, should a B level of performance translate to a D for the
course grade?
(Guskey, Thomas R., (Editor). Communicating Student Learning: The 1996 ASCD
Yearbook, ASCD, Alexandria, VA, 1996, p.21)
2. Teachers must look for consistency in the evidence theyve gathered. If that evidence is
consistent across several indicators and a students scores or marks are fairly uniform, then
deciding what grade to assign is a relatively simple task.
If the evidence is not consistent, however, then teachers must look deeper and search for
reasons why. They must also face the difficult challenge of deciding what evidence or
combination of evidence represents the truest and most appropriate summary of the
students achievement
3. In such cases we recommend three general guidelines:
1. Give priority to the most recent evidence;
2. Give priority or greater weight to the most comprehensive forms of evidence;

FUNCTIONS OF PORTFOLIO
TYPES OF PORTFOLIO
ELEMENTS OF PORFTOLIO
BEST PRACTICES OF SCHOOL ON
EFFECTIVE SCORING, GRADING AND
REPORTING
SCORING RUBRIC FOR PARAGRAPH
WRITING
SCORING RUBRIC FOR COOPERATIVE
LEARNING ACTIVITY

GINA T. BERNARDINO BEED 4A

MY PORTFOLIO IN FS 5

Discussant: GINA T. BERNARDINO 4-A

Topic: FULBRIGHT PROGRAM
________________________________________________________________
FULBRIGHT PROGAM
One
of
the
most
prestigious
awards
worldwide,operating in over 155 countries.

program

The program established to increase mutual understanding

between the people of the united states and other countries
through the exchange of knowledge , persons and skills.

The Fulbright Program is the flagship international educational

exchange program sponsored by the U.S. government and is
designed to increase mutual understanding between the
people of the United States and the people of other countries.

The Fulbright U.S. Student Program offers fellowships for U.S.

graduating college seniors, graduate students, young
professionals and artists to study, conduct research, and/or
teach English abroad. In addition, Critical Language
Enhancement Awards are available to grantees for study of
critical need foreign languages before or during their grant
period
TYPES OF GRANTS

They offered in almost academic disciplines except clinical medical

research
Offers fellowships for U.S. graduating college seniors, graduate students,
young professionals and artists to study, conduct research, and/or teach
English abroad. In addition, Critical Language Enhancement Awards are
available to grantees for study of critical need foreign languages before or
during their grant period.

Opportunities for Scholars, Artists and Professionals

The Fulbright U.S. Scholar Program offers opportunities for American

scholars, artists and professionals to conduct research, lecture, and/or
consult with other scholars and institutions abroad.

The Fulbright Visiting Scholar Program offers opportunities for foreign

scholars, artists and professionals to conduct post-doctoral research and/or
lecture in the U.S.