{"content":{"sharePage":{"page":0,"digests":[{"id":"4665553","dateCreated":"1213735266","smartDate":"Jun 17, 2008","userCreated":{"username":"rachelmarytaylor","url":"https:\/\/www.wikispaces.com\/user\/view\/rachelmarytaylor","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/professionalreadings.wikispaces.com\/share\/view\/4665553"},"dateDigested":1532144567,"startDate":null,"sharedType":"discussion","title":"Team B comments: Rubrics","description":"More future action:<br \/>\nSchools will need to devise a scale of skills for each competency so students can be measured and assessed appropriately.<br \/>\n<br \/>\nThe comment about rubrics in the last discussion was in response to the comment in the reading (page 11, Rethinking Familar Assessment Strategies) about how rubrics do not necessarily need to be discarded, but their uses can be limited and students need to be involved in creating the criteria for each level. &quot;The challenge is rather to use them in ways that involve the student in learning and\/ or assessment conversation and that creatively address the limitations...&quot;<br \/>\n<br \/>\nSome of the concerns\/ issues about current rubric assessment were outlined on page 11:<br \/>\n<br \/>\nRubrics are often based on one source of evidence<br \/>\nContexts needs to be taken into account<br \/>\nOnly one aspect of a task can be manageably assessed<br \/>\nStudents are often not involved in &quot;determining the meaning of their demonstration of their learning&quot;","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"4657865","dateCreated":"1213674381","smartDate":"Jun 16, 2008","userCreated":{"username":"rachelmarytaylor","url":"https:\/\/www.wikispaces.com\/user\/view\/rachelmarytaylor","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/professionalreadings.wikispaces.com\/share\/view\/4657865"},"dateDigested":1532144567,"startDate":null,"sharedType":"discussion","title":"Team B comments: Assessing the Key Competencies","description":"<br \/>\n1. Summarise of the important points in the reading.<br \/>\n<br \/>\n<ul><li>Key competencies refocus traditional outcomes for learning in the 21st Century and pose assessment challenges<\/li><\/ul>*There is a new focus on creating and critiquing knowledge, not just 'having' it<br \/>\n*Students need to be involved in the assessment process<br \/>\n*Teachers need to be ready to adapt their programmes to incorporate the changes that the new curriculum had brought<br \/>\n*Assessment needs to be based around meaningful contexts that require students to apply skills to new situations<br \/>\n*Processes need to be evident in assessments rather than just summative information. This could be in the form of learning stories, learning logs and journals, portfolios and rich tasks.<br \/>\n*Students need to take ownership of their learning<br \/>\n*Students need plenty of opportunities to demonstrate the Key Competencies in a range of meaningful contexts.<br \/>\n<br \/>\n<br \/>\n2. Summary of the discussion that took place in your group after completing the reading.<br \/>\n<br \/>\nThe idea of assessments being based around meaningful contexts goes along with our Team's approach to Inquiry. The idea of collecting of evidence throughout the process is good, but poses a challenge as sometimes it is difficult to manage and maintain. Students will need to be taught how to critique and evaluate their performance in a meaningful way, which we believe rubrics are good for. <br \/>\n<br \/>\n3. How do the ideas in this reading affect or impact on what you do in the classroom?<br \/>\n<br \/>\nMore evaluations including deeper more purposeful reflections, this can be seen in some eportfolios. Encourage teachers to think more about the purposes of lessons and classroom programmes as the focus becomes more about the process than the end product = more purposeful planning and teaching<br \/>\n<br \/>\n4. Possible future directions influenced by this reading.<br \/>\nIdea of scale of competencies where students move their names along as they provide evidence for each skill level of the competencies. Being more aware of drawing the Key Competencies into planning.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}