#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday April 28, 2016
Who's joining us tonight? Where do you teach? What languages can you speak? And what's keeping you going this late in the year?
Bonsoir - Laura from NC - French (high school)
Hello teachers! I teach Spanish in Dryden, MI and just started full-time February 1st so it's been crazy busy but exciting!
Hi, I'm Julie, I speak Spanish & Russian. I teach Kinder-4th gr Spanish in Maine, & chocolate is what's keeping me afloat!
Hi ! Megan, French 2-AP, Detroit. Falling asleep on my couch as I type...not sure I'll make it through tonight!
Good evening, ! I'm Wendy, French 1 and 2, Ohio, and I'll be co-piloting this evening! Excited to talk rubrics!
Good evening, ! I'm Wendy, French 1 and 2, Ohio, and I'll be co-piloting this evening! Excited to talk rubrics!
Middle School Spanish. Lots of caffeine
I'm Mark, Spanish teacher in MA. Just here with for a bit. I'm doing post production on students' podcast projects on Frida Kahlo.
I'm Laura, I teach Spanish in NC and I'm excited to to talk rubrics with at my side! PS Funny kids keep me going
Rebecca, Boston, speak French & Hebrew, sunlight & lots of sleep are keeping me going
As for what keeps me going...coffee and wine. Not necessarily in that order.
What's keeping me going this late in the year? The sunshine and my wonderful students.
Hi, I'm Thomas. I'm a rubric addict from KY.
French teachers en force tonight! How cool!
any excuse to have class outside, right? :D
I'm Courtney, 9-12 Spanish in Nebraska. The fear of the AP exam keeps me up at night. :D
My kids are freaking out. Having trouble accepting that I can't tell them "study X, Y, Z and you'll be fine."
Kim in N. Indiana, Spanish 1 & Heritage, grades 7&8.
Who's ready to dive right into Question 1? ?
Hey ....Amanda here from COLD WI. I teach HS Spanish. A tired mama after take your kids to work day :)
Hi . Cold&Flu meds helped me this week. Viviana from Louisiana. Spanish for the Middles. Loving what I do keeps me going all year!
Yeah. We did the listening portions of the practice exam & both sections were topics we haven't covered :\ no bueno
Hola! I'm Ashley and I teach Spanish grades 7 & 8 (levels 1 & 2).
A1 Knowing what to include!
A1: I find it challenging to make a rubric that can assess ALL student levels of proficiency
A1 knowing what I exactly want
Hi , I teach Spanish 1 and 2 in Tampa...2 more weeks till summer is keeping me going!
A1 Knowing whether or not to change it for the task!
A1 My difficulty is keeping them FOCUSED. I can't assess EVERYTHING all the time!
A1 When I go to actually fill it out and realize it's not "coming out right" eg showing the story I want to tell.
A1: Knowing where to draw a line! I see too many shades of gray.
A1: finding a rubric that finds a balance between my desire to provide feedback and the real teacher need to give grades.
A1 Yes--change it? But if yes..when is there time to create new ones constantly? https://t.co/nBixvDT6pQ
A1 Knowing whether or not to change it for the task!
A1 the changing dynamic of Sts over time is challenging, an older rubric sometimes no longer suffices
Ain't that the truth! I want it all! But doesn't make sense to put it all on the rubric, does it? https://t.co/vSmDXUwiGP
A1 knowing what I exactly want
A1: making rubrics that take into consideration all students as well as differentiation strategies employed in project/assignment
Vanessa from Boston, French 1-4. Making sure I take an hour for myself each day is getting me through these last 7 weeks!
Exactly! I agree with your answer - getting rubrics that are accurate to the different levels of proficiency
Or using a common rubric and realizing that one category wasn't really a focus of that assessment
A1) How do I give them enough guidance for a good product without having to outline every single possible nuance?
This happens to me ALL. THE. TIME. https://t.co/WP3pVR2Y03
A1 When I go to actually fill it out and realize it's not "coming out right" eg showing the story I want to tell.
A1 not just what to include, but what to leave out-what's not important?
Who else has ended up marking between their rubric boxes? https://t.co/y8EtyzJiWL
A1: Knowing where to draw a line! I see too many shades of gray.
A1 also I am not sure that what I am grading is the most important (I can hear ) You are the professional ,you know.
A1 Also, overlapping categories. I don't want too many boxes but I hate grey areas (I teach MS!).
I rarely assess more than 1 component at a time on an assessment, but that can also be tricky to get enough 'data'
So true too - I need a more narrow focus, but I need that focus to change over time and not cause tons of reworking
Right-have to be clear-they negotiate everything!
that sounds like some massive rubrics!
Late as always! Courtney, Spanish T from AR, A1: There is always some unforeseen variable!
A1: Creating a novice-level rubric that also considers developmental readiness of Ss
A1: creating a rubric that provides enough feedback to move forward while also give feedback to look back at performance
A1.5 The WORDING. Is it really that different from descriptor to descriptor?
Sandrock has comforting words on this in his Keys book, I believe. Still hurts, though.
I just hate it when I'm assessing 1 thing but they did REALLY WELL on another! ?
Right, but if we focus it it more and assess more often...
A big challenge is grading consistently from the top of the stack to the bottom.
Sarah from Savannah GA ( I'll try to last as long as I can but I'm still recovering from the flu)
I'd love to hear your take on the "single point" rubrics that are gaining popularity!
A1 Exactly! https://t.co/frv8m4Supb
A1) How do I give them enough guidance for a good product without having to outline every single possible nuance?
I know!!! making really targeted assessments can be hard to create, & then where is the time to assess the other thi
HOLY COW YES. If I don't spell it out, I might get crap! I think scaffolded instruction might work here https://t.co/Ng80LSslTn
A1) How do I give them enough guidance for a good product without having to outline every single possible nuance?
Constantly! The kids hate that
Oh and I'm a middle school Spanish teacher
yes! And there was a time I would have cut them down for grammar errors instead of praising 4 creativity! https://t.co/VNOaatax7Z
A1 seeing students say & write things I've never taught b/c they know how to circumlocute & create w/ lang https://t.co/xSVNMNy72u
Welcome! We're glad you're here with use, even if you don't feel well!
I've stopped. But I feel kind of cruel sometimes.
then its the ? of 'too much assessment?'
A1 Also not really sure if I'm hearing (or hearing enough of) what my ACTFL-based rubric says I should to assess fairly
A1- what's my focus, how to provide an outline not just "do x,y,z and you'll get this grade"
A1 I might be wrong in sayin this, but sometimes using a rubric is tedious which makes my focus no longer my focus make sense?
Uhm, the line between two descriptors is my BFF.
I want some comforting words!
I am famous for plusses, minuses, 1/4 pts...my colleagues often have a good laugh over it at school!
I like to circle words from each of the 2 descriptors...
GREAT thinking going on! But are you ready for Q2?
Can you elaborate (as much as possible on twitter?)
not a fan because it sets a level target for ALL kids when there are so many outliers on both sides of the spectrum.
Another challenge is within the department What does everyone do to overcome inconsistency?
Book's at school, but basically 1st run with a new rubric = trial. 2nd run = real life
I've started that too...a littler clearer..
WORD ? https://t.co/2VRPuZg1ce
A1 Also not really sure if I'm hearing (or hearing enough of) what my ACTFL-based rubric says I should to assess fairly
Ex: not sure if ss arrived fully at paragraph discourse or still strings of sentences. how to tell? what's the line?
When I even lose track halfway through you know it's too long/assessing too much!
Gotcha. I can see where it poses an issue for a proficiency continuum for sure. I need to do rubric work myself.
& yet having enough 'data' for a valid grade when we only see the kids for such short amts of time
yes! That's kind of why I JUST use proficiency-related rubrics now
A paragraph cannot be rearranged and make the same amount of sense. SS can.
THIS, every day of my life. I'm too cautious to label Ss prof. level by myself. https://t.co/rGzW8m2edt
Ex: not sure if ss arrived fully at paragraph discourse or still strings of sentences. how to tell? what's the line?
I feel this way about defining Ss' proficiency overall. Do I *really* know where NH ends and IL starts ?
Late to party. Again. Natalia, French, WI
We want to honor the ind. dev. of each learner. Progress/prof. level isn't the same for all
Not to mention the divisions within intermediate!
Jean in Virginia, HS Spanish
I'm okay with saying no, I'm not an expert, but I can look at criteria & make a decision
you know, but that is a powerful thing to realize as an educator
Seriously. 3x for 30 min? Loose teeth, untied shoes, bloody noses....
A2: Just like the ACTFL prof lvls, focus on the functions of the language; the "trunk of the tree"
Andy Sandberg!! Shout out to all the HS Spanish teachers! 🇲🇽
Happily, in MS: not.my.problem!
When I do give them a rubric, it's often a checklist. Feel like it's not enough though. :(
SERIOUSLY? SOMEBODY FIX THIS FOR OUR LANGUAGE EDUCATORS! https://t.co/3T7AJ60UWO
I feel this way about defining Ss' proficiency overall. Do I *really* know where NH ends and IL starts ?
A1: : I'm a big fan of giving kids the big picture. show all (most) levels. make proficiency continuum transparent.
The great says we cannot accurately assess prof. for our own students - we're too nice!
Love The Chantal Tree. That visual was a big teacher for me.
This is paying off in SPADES with my kiddos now! They feel so much more COMPETENT! https://t.co/4IfR1zIXfo
A1: : I'm a big fan of giving kids the big picture. show all (most) levels. make proficiency continuum transparent.
I have been forced to confront this this year - I teach mostly intermeds! Aghh!
A2 I try really hard to make my rubrics show a continuum from just getting started, to needing help, to being on target, to above
A2 By providing room for feedback. I will piggyback on 's "good, better if" idea here!
Try putting your checklist separately? Those are my "non-negotiables. Rubric=color commentary
A2 I gotta go with the consistent continuum rubrics. Can anyone guess which rubrics=bae for me? :D
A2: aren't Rubrics like a ladder? Keep climbing towards MASTERY.
Can you explain this to me bc I agree, but can't see who this would/ wouldn't look
such a step for Ts to learn this!!!! They Dev differently but can all b 🎉💛 with good suppt!
Okay the epic music at the end of Save the Last Dance is really getting to me.
I've developed a rubric that ignores sub-levels alltogether.
LOVE THIS Not everything has to be a "grade" https://t.co/VFDa0rW50P
Try putting your checklist separately? Those are my "non-negotiables. Rubric=color commentary
A2: it gives students specific expectations and has them aim for high levels of proficiency
exactly! & I have 2x for 30 min; & so frequently they are late, so more time taken ugh
Hi ! Joining in late after bedtime 👦🏼 My rubric world changed with proficiency level rubrics 🙌🏻
I dunno, my kids like seeing incremental progress
My seniors who took AAPPL Interpretive tests severely underestimated their performance, w/rubric in hand - no familiarity
Prob for me is when assess maybe doesn't elicit paragraph discourse and is still an A category on rubric.
Bathroom, broken pencil, lost pencil, hands to yourself, now go wash your hands...
I love the continuum rubrics like AAPPL because they can push anyone at any level to the NEXT level!
I love that this changes the kidsfocus have and helps me push them to create their own language use not just parrot
That's what I'm thinking. French 8 stays in 1/2 boxes all year. I want them to SEE the next microlevel.
look here , there are no broken pencils on the rubrics! !
oh, & grab the garbage can if you are feeling sick lol! it's a wild ride!
Great point. We can't assess something we aren't eliciting! What, then, should we do about the rubric?
and can they or you really tell? I know I can't.
because then they have something to show progress sooner rather than later
unless you are assessing work habits & taking care of materials is on the list lol
it's fuzzy lines, I admit, but it gives them something attainable to reach for next time
And I've ahd the opposite eg "I used 'ensuite' so I'm IM."
A2-Focus on communication(is it clear?) function, using personal vocab.
i'm with you. i used to promote it. i'm learning that the progress is not real. performance vs. proficiency debate
if we CAN'T measure proficiency, then we might as well give them credit for improved performances
Do you need a "text type" category?
I have that rubric pinned to my board in front of my desk. Thx and . :)
I think we're actually starting to hit on Q3 w/ some responses...
A2: I love that performance assessment rubrics look at the big picture. All about proficiency.
Honestly, that's my bread and butter. I wish I were strong enough just to focus on Funct!
That's only ONE of the criteria, did you meet others?
I give credit for taking risks with the language, and focus on task completion
I wonder in a world: is it really improved performance or different performance? what if it goes down
I give ss the 'Let's talk tacos' so ss can see what to strive for but rubrics only expect novice maybe intermediate
A3 Make the language student-friendly!
A3 Can dos. Keep it focused.
GIRL, MY focus has been my biggest struggle as an educator!
This. Right. Here. https://t.co/ZTsdKEwnGk
I wonder in a world: is it really improved performance or different performance? what if it goes down
A3 Not too many words. Not too many boxes.
Hey all. Sorry I'm late. Jason from Iowa. I teach Spanish 2-4.
A3 Such as "I can write in complete sentences" as opposed to "I use complete and connected discourse in written language"
well, the goal is consistency, right? They need to know if they're not consistent & how to become that way
A3 I lifted the 'hamburger rubric' idea from another teacher...kid friendly & focuses on what they CAN do...link to explain coming
A3: if feedback is the most important role of a rubric, then it MUST be student friendly.
A3 Keep the criteria short, sweet, and chuck all of those complicated grammar-y words that aren't necessary!
Man, when I was trying to use rubrics *I* didn't fully understand... https://t.co/wrVUTWZOk3
A3 Make the language student-friendly!
performance might go down as students integrate new verbs, vocab and grammar forms - creating with their inter language
A2: if we give them something to strive for, concretely with N and In
A3: Terms that kids understand, personal feedback whenever possible, best - f2f.
A3: at the same time students should understand the "academic language" of language learning.
A3: In MS I keep it broad so students can play w/ language - more creativity & more vocab. We can fix specific grammar later
A3: Actually using it with the whole class on an example piece helps
YASS! Nobody can improve 14 things simultaneously! Pick what matters NOW! https://t.co/qay1QH6vbr
A3 Not too many words. Not too many boxes.
A3: what if students understood words like 'text type', 'comprehension', etc? student friendly doesn't equal simple.
A3 I love TALK scores for quick feedback. I'm in Montessori. Kindness is King.
A3: Don't use jargon. Instead of "isolated sentences," why not, "complete thoughts"?
A3) but again, how do use kid-friendly language while communicating exactly what we want to assess with our rubric?
Late here sorry A3: suggests a 2-1-0 rubric based around the can-do statement (2 I can, 1 sort of, 0 not yet)
Spend time at the start of year explaining rubrics, letting students grade work w/ them, & adjusting as necessary
Q3 student friendly vocab, pictures, and examples in primare language
I'm sure I'm not the only one who struggles with complicated and precise vs. comprehensible but vague
As always, if rubric language isn't comprehensible, how can we establish meaning for Ss? :)
A3 link rubric to yearly goals, can-dos and proficiency levels
What about a paragraph formed from VERY scaffolded examples w/personal details, transitions etc.
Yes! What do they NEED to KNOW about their performance and what do they need to DO NOW? https://t.co/J9y2KKbLsG
A3: if feedback is the most important role of a rubric, then it MUST be student friendly.
A3 I like to always allow redos
BC I'm not qualified to assess proficiency and I'm still bitter about it :p
A3 Know your crowd and write accordingly.
Good point. You can always do 2 rubrics, one for you, one for feedback. Oh wait, we're teachers... https://t.co/XymCk96lS4
A3) but again, how do use kid-friendly language while communicating exactly what we want to assess with our rubric?
Great idea! I want to do this more! https://t.co/euCV9GmhLH
A3: Actually using it with the whole class on an example piece helps
Yes, why even HAVE the grammary words, right ? https://t.co/fuqzSIH1qV
A3 Keep the criteria short, sweet, and chuck all of those complicated grammar-y words that aren't necessary!
starting to think advice on what to do next is more important than evaluation of what you just did.
A3: goals and how to get there - simple and non-threatening. Rubrics can be intimidating to kids!
if they understood those terms, wouldn't feedback suddenly become easier?
My concern is if I say "this is always my speaking rubric" & then asmnt doesn't elicit paragraphs
That's when 10% of Eng and proficiency "timeline" come in handy.
I agree but A) they're used to being evaluated B) . My kids are into SAYING they're NovHigh or Intermediate
A3: examples and descriptors - I did this for writing and I think it helped
That is the story of my life....
Good luck on Tuesday to all AP Spanish teachers. You make a difference!
A3 we have to focus on what we want them to know for life! Not 17 pret verbs.. How to communicate comprehensibly re: wants needs
DOES IT?? I haven't thought about this! Are we talking novice? Intermediate?
A3 show them what each level on a rubric looks like; kids don't always know what our expectations are, esp w younger sts
still aspiring to 's personal "worked well/better if" personal feedback
I was literally JUST thinking about this exact thing today!!!
For intermediate is especially true! Going from parrot to creation sets you back A LOT!
Alright get ready for a laugh. This is something I used recently...talk about RIDICULOUS & UNfriendly! https://t.co/qdIN8dnRfc
like they should understand grammar terms?
but consistency happens at the major levels, not the sub levels (that's kind of the point)
A3: Feedback: this is what you need to get better (1-3 things).
A3 should rubrics focus on those enduring understandings? Is accuracy foremost or is getting what they need + impt?
I like to give a sample expectation in the directions section of the assignment
My intermed Ss accuracy even on simple things goes WAY down when performing more complex task.
Yup. Let's not underestimate our learners...at any level
Umm...what language is this in?! Wow.
So like, 'this is what novice mid looks like:' 'this is what novice high looks like:' w/ the target goal, of course
What? OK, somebody needs to go through and EXPLAIN all this proficiency/performance crap consistently to EVERYONE
A3: realistic examples are key or else students will be freaked out and shut down without recognizing their own potential!
I think that's so helpful for Sts! as teachers, we are usually clear about the end product, but they aren't
oh, that's a completely different now isn't it? :)
What do you mean? I understood that perfectly! 😉
HECK YEAH! NOTHING better than examples to clarify! https://t.co/9hYibQ2HUl
A3: Actually using it with the whole class on an example piece helps
LOL! Let's call it "highlighter language"! And I made it, so I'm not offending anyone but myself by posting it!
I mean really, I feel like people (coughthomascough) keep moving the goal posts on me.
They suggest he go back to 1st year. Totally grammar based test
oh my. Fellow Courtney. Put the rubric down and walk away slowly.
if we're writing, for ex, I give a sample of meets & also above so they know what each entails (elem level)
A3: My challenge is making that next level their dangling carrot.
real talk? I'm not sure *I* understand "text type"
oo pictures! Yes! Helps the idea solidify! Right ?
A3 I like to use examples of what different scores look like.
Two more questions! How about Q4?
Can you check the permissions setting pls? Merci!
A3 I encourage them by showing them how they CAN write in paragraph length discourse- which is advanced- and they get excited!!
guilty as charged. but remember i've been living in this world for almost 10 years now. things become clearer.
A4 Yeah, about that...ahem...
A3: After first writing piece I always review exmpls of each level so they know exactly what it looks like from peers
A4 Truly, I don't. I save rubrics for special occasions - too much work to grade everyday. Anything's too much to grade daily!
yeah, honestly I reserve rubrics for portfolios and IPAs
Q4 I don't have an answer but have been looking into rubrics for this purpose. Using effort instead of formative practice.
A4: I like AAPPL rubrics, or just something w/abbrev. for text type for a daily task rubric while I am walking around observing.
A4: easy - I don't. Everyday tasks are for practice, so they get my feedback in passing
tree killer! I just copy and paste them from a Google Doc onto Google Classroom private comments
A4 tbh I don't. Should I? :)
Suggests that rubrics are not needed but feedback that can be immediately applied
A4 I do 10 pt scale for everyday things. 10=omg awesome, 9=very good 8=meets expectations etc
A4: I wouldn't call it a rubric, just more like expectations and guidelines for everyday tasks
A4: if checklist of what I'm looking for in certain activities count as "rubrics" then that's how I do them daily
Agreed! other assignments - overall goals met and great effort...does that count in rubric world? https://t.co/mwWHoDbmG9
A4 Truly, I don't. I save rubrics for special occasions - too much work to grade everyday. Anything's too much to grade daily!
I would LOVE this! Someone please make this!
Oooh, I would love to see an example of this!
And 10 pt scale is on days that I grade anything at all. Like post-practice but pre-final assessment?
I feel like a single comment works for most formative situations I can see how it could help self evval though
Me too. https://t.co/ejTt5bcl6T
A4: easy - I don't. Everyday tasks are for practice, so they get my feedback in passing
Are you saying you give effort based grades?
you know, that might be the key. My daily stuff rubric is: did you do what I said to do? BIEN
A4) I only use rubrics on formal assessments, but they're pretty consistent so the Ss know what to expect
A4 very basic & traditi: getting started, in progress, right on, surpassing expectations-these terms help me monitor Sts progress
3- meets, 2- does not meet for these reasons- feedback
A4: I have my mental checklist, just don't make a rubric (four preps and two languages - so much to do, no enough time)
TRUE. I DO ask them what level their Nearpod responses WOULD rate, but don't formally CHECK
A4: I'm still working on rubrics but how about "pop rubrics" to do a quick formative assessment...just periodically
Also 10 pt scale because I am really, really bad at math.
which also brings up the point that self and/or peer assessment is ideal for daily tasks!
Or like me - no points at all - just descriptors....
A4: Sometimes just a checklist is enough...if you add feedback.
Yep,I think that's probably the best "rubric" for formative stuff, personally https://t.co/7Zz3k3uiLm
A4: if checklist of what I'm looking for in certain activities count as "rubrics" then that's how I do them daily
Let me know when you figure it out. I still give participation grades ala
is trying to coach me thru this w/ great patience FYI
A4: I sometimes give them a score out of 10 on just one aspect of the rubric such as comprehensibility or functional language
I do this daily and just that everyday feedback (even just a comment to kids) makes a difference
One last question! You ready for it, ?
Is not the issue with scoring well that ss have not acquired enough lang. Need more input.
A5 Exceeds=A, Meets=B, Approaches = C, etc. Tweak categ pt values to get the right numbers.
A5) Rubrics are my attempt at standards based grading in a numerical gradebook world, haha.
A5: I just keep to a 4 point scale. Students have to re-assess if they make less than a B.
If you pay thousands of $$ for an OPI training you can know the diff...
A5: meets expectations is generally an 85, above and beyond gets to that 90-95 level
A5 all my rubrics are on a 4 pt scale just like the report card, easy to look across grades for trimester & see grade for report c
A5: I'm a sucker. Exceeds= 96+ Meets = 90-95, Approaching = 80-89, so on.
A5: aw man, it's bed time for my boy & I'm the "closer"...can't wait to read these answers later!
not sure what participation has to do with performance or feedback. dropped that grade when i was partying like it's 1999.
A5: y'all know it doesn't ;-)
But I use similar conversion from Fairfax county rubrics
Q5 - if grading 3 things, 5 is highest, possible total 15/15. Have to explain grading system to students
A5: if you've been to my workshop you've heard this line: 'proficiency and grading have nothing to do with each other'
A5: 10=exceed lvl, 9/8=meet lvl, etc.
A5: This is were I am never entirely happy with how things shake out from rubric to number grade. Need advice
A5: sure you can figure out a system to satisfy the system, but don't think there is a right or wrong way to do it.
A5 not grading at my school gr 1-6. Want to get rid of it at 7-8 .
A5 it's the other way around for me. My gradebook requirement is translated to the rubric.
I am going to have a lot of questions for you this summer, Mr. Sauer!
agreed - participation and homework completion are "plugs" to the grade book
Sorry , my work-issued Mac is dead & I forgot charger at school. It turns out I'm not that skilled home PC...
I'll teach Spanish every day https://t.co/Np1yII2DUv
Q7. Next Steps: What is one thing you will do to promote global education in your community?
only relevant in that participation should prepare for performance assessment...no idea how you grade it though!
A5 each box has point range that is weighted by importance. Message communicated gets big chunk
let's see: standards-based learning, chucking all HW and...? oh right, assessing only some Can-Dos
A5 Currently we're on an SBG rubric. Complicated to convert, that's why I have a cheat sheet!
Same! Would be such a beast to keep track of for official grade!
Can it be Takeaway time already??? What did you realize? What do you want to try?
Practice LEADS to performance, that's the point. No grade necessary bc it WILL reflect on assessment.
TA: No reason for ridiculously complicated rubrics! 😳
TA Writing a valid rubric is almost like attempting to write good literature! Soooo hard!
TA Rubrics are an elusive creature, but I slowly/steadily improve them thanks to my tweeps!
Ta- make sure the rubric is simple and student friendly!
TA: Loved this . Have 6+ tabs open on each of 2 laptops. Nerd-vana...
TA: Loved this . Have 6+ tabs open on each of 2 laptops. Nerd-vana...
TA: HOW a rubric is used is more important than actual rubric.
TIMES ONE MILLION https://t.co/ezflzkcSGJ
Practice LEADS to performance, that's the point. No grade necessary bc it WILL reflect on assessment.
TA rubrics seem to confirm the level of performance we knew as teachers without using the rubric
I hope no one is assessing my misuse of grammar in my TA.
TA: grading habits impact/handicap rubric design.
