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lterrillparktudor.wikispaces

lterrillparktudor.wikispaces.com. http://tsdwlstandards.wikispaces.com/TSD+new+district+rubrics. Good Feedback Is…. Timely. It arrives while the student is still thinking about the work and while there’s still time for improvement.

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lterrillparktudor.wikispaces

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  1. lterrillparktudor.wikispaces.com

  2. http://tsdwlstandards.wikispaces.com/TSD+new+district+rubricshttp://tsdwlstandards.wikispaces.com/TSD+new+district+rubrics

  3. Good Feedback Is…. • Timely. It arrives while the student is still thinking about the work and while • there’s still time for improvement. • Descriptive of the work, not the student personally. It focuses on one or more • strengths of the work and provides at least one suggestion for a next step. Don’t • assume that your students know what they did well and that they only need • corrections or fixes. • Positive. It shows how learning is a journey forward, and it’s honest about both • strengths to build on and weaknesses to improve. Its tone conveys to the student • that the teacher thinks of him or her as an active learner. • Clear and specific. It’s specific enough so the student knows what to do next, but • it leaves the student with some thinking to do. • Differentiated. It meets the needs of each student with respect to the current • work. For some students, a reminder is all that’s needed for a next step; others • may need prompts or examples. Source: How to Give Effective Feedback to Your Students, S.M. Brookhart (2008)

  4. What is your grading system? Pretend that I am the parent of a student. I want to know how grades are determined so that I can better understand the grade my child has. Jot down how you determine the final quarter/semester grade. Be sure to include any elements that are required by your school or school district.

  5. What is your grading system?

  6. Sample Standards-Based Grading Scale

  7. Inappropriate Grading Practices • Rating homework and first efforts • Using averages exclusively • Using zeros indiscriminately • Combining attitude and effort with achievement • Applying severe penalties to late work • Giving extra credit or bonus marks • Distinguishing between excused and unexcused absences • Applying assessment penalties to academic dishonesty • Not giving special consideration to recent achievement • Including group scores in individuals grades • Basing grades on — poor quality assessments, assessment methods, unclear or limited performance standards • Basing grades on a “lurking” bell curve Adapted from How to Grade for Learning, Ken O’Connor

  8. Self-assessment — Mi cumpleanos - Grade 2

  9. Self-assessment – Food and Hunger

  10. Three Modes of Communication Interpretive Interpersonal Presentational

  11. ACTFL Integrated Performance Assessment Interpretive Communication Students listen to, view and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. Presentational Communication Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, videos, radio broadcasts, posters, brochures, essays, websites, etc. Interpersonal Communication After receiving feedback students engage in communication about a particular topic which relates to the interpretive text.

  12. Vertical Articulation Int. 5 Int. 4 Int. 3 Int. 2 Int. 1 Novice 4 Novice 3 Novice 2 Novice 1

  13. Task-Based – Presentational Writing Rubric

  14. Proficiency-Base Presentational Writing Rubric* *Must use a conversion chart to assign percentage scores.

  15. Summative Assessment - Interpersonal • discuss where you are and with whom • comment on the weather • discuss activities you like and don’t like while on this vacation • comment on why you like/don’t like to travel • make plans to get together after vacation You have a chance to call or Skype your friend while both of you are on vacation. Based on the image you selected, have a conversation where you ask and answer questions as you:

  16. Develop the Role Play • You are being interviewed for a position as a camp counselor in Puerto Rico. • Have a conversation in which you ask and answer questions to: • find out what you would do each day especially in bad weather • explain what you really like to do • justify why you don’t like to do something

  17. Structured Debate • Should begging be banned from downtown areas? • Beggars are being banned from downtown areas. It’s against the law to beg in the streets or in public transportation. If beggers are caught, they must pay a fine of about $75.00. • Roles in the debate: • the mayor of the city • a beggar • a resident of the city • a representative of a foundation that helps the poor • Consider: • the need to enact laws for public good • the need for food and shelter for the homeless/unemployed • the need to feel safe in the streets • where the beggars go when they leave the city • the impact of the current economic conditions on poverty http://1jour1actu.com/debat/

  18. Task-Based – Interpersonal Speaking Assessment Rubric

  19. Proficiency-Base Interpersonal Speaking Assessment Rubric* *Must use a conversion chart to assign percentage scores.

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