![]() ![]() ![]() Next, look at how the ideas are communicated, including the Style standards of Voice, Sentence Fluency, and Word Choice. One way to think about it is to consider whether the most important part of a paper is WHAT is said, or HOW it is said, or whether everything is spelled correctly.īecause what the paper says is of first importance (if the ideas are muddled and illogically organized, all the style and perfect spelling in the world doesn’t really matter), begin with Content standards, which evaluate Ideas/Concepts and Organization. In a similar way, it makes sense to evaluate standards in order of importance. When medics respond to a disaster with a large number of casualties, they “triage” or assign a level of urgency to each problem in order to know what to treat first. I’ve put a sample list of standards from a high school rubric at the bottom of the page so you can see the all the areas you will be evaluating. A rubric helps your student know exactly what standards are expected, and it helps you remember all the things you need to check. Start with a rubricĪ constructive writing evaluation measures the student’s work against a rubric - a checklist of objective standards. You can learn how to evaluate writing and once you do, you’ll be amazed at how much your students can learn from a simple essay assignment. Good evaluations help your student learn how to self-evaluate, and that means that learning to evaluate well will make your student a better writer in the long term. ![]() Just “grading papers” - putting a number or letter grade at the top - doesn’t offer the student anything useful to grow with, but it’s all many teachers do. EIL 4.3 Spenser, Gawain, and Arthurian Context. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |